TAE50111 - Diploma of Vocational Education and Training
Diploma of Vocational Education and Training
This qualification reflects the roles of experienced practitioners delivering training and assessment services usually within Registered Training Organisations (RTOs) within the vocational education and training (VET) sector. They may have a role in leading other trainers and assessors and in providing mentoring or advice to new trainers or assessors as well as designing approaches to learning and assessment strategies across a significant area within the RTO.
Subjects
Total number of units = 10
6 core units plus
4 elective units
At least 2 elective units must be selected from the elective units listed below.
The remaining 2 elective units may be selected from any currently endorsed Training Package or accredited course.
Where a unit is chosen from another currently endorsed Training Package or accredited course, it must be from a qualification or course at Diploma level or above.
Elective units must be relevant to the work outcome, local industry requirements and the qualification level.
TAEICR501A Work in partnership with industry, enterprises and community groups
Language, literacy and numeracy
TAELLN501B Support the development of adult language literacy and numeracy skills
Training advisory services
TAETAS501B Undertake organisational training needs analysis
Research
TAERES501A Apply research to training and assessment practice
Sustainability
TAESUS501A Analyse and apply sustainability skills to learning programs
TAESUS502A Identify and apply current sustainability education principles and practice to learning programs
Pathways...
Prerequisite requirements
There are no prerequisite requirements for individual units of competency.
Pathways into the qualification
Preferred pathways for candidates considering this qualification include:
After achieving the TAE40110 Certificate IV in Training and Assessment and vocational experience in training and assessment roles within an RTO or similar organisation where the focus has been on competency based training,
or
after achieving another relevant qualification and vocational experience in training and assessment roles within an RTO or similar organisation where the focus has been on competency based training and assessment,
or
after demonstrating extensive vocational experience in training and assessment roles within an RTO or similar organisation where the focus has been on competency based training and assessment.
Refer to the User Guide for more information concerning pathways.
Pathways from the qualification
Those completing this qualification could consider higher qualifications in this Training Package, the Training Package area of their vocational competence, or in the higher education sector.
Entry Requirements
Not applicable.
Licensing Information
There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.
Employability Skills
The following table contains a summary of the employability skills required by industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.
Employability skill
Industry/enterprise requirements for this qualification include:
Communication
Applying high level language and literacy skills
Establishing and maintaining strategies for communication and networking
Using advanced facilitation techniques with learners and trainers/assessors
Determining training needs and preparing proposals and written reports to meet client needs
Consulting via interviews, meetings, focus groups and surveys
Providing feedback to stakeholders/community groups
Developing partnerships with community groups
Teamwork
Providing leadership in training and assessment practices
Providing coaching and mentoring to trainers and assessors
Applying collaborative facilitation models and providing feedback to assist others to improve their performance
Maintaining effective relationships with staff and stakeholders
Problem-solving
Designing programs and learning strategies based on characteristics of target groups
Resolving issues of quality and consistency across training and assessment practices
Initiative and enterprise
Developing innovative and responsive approaches to improving professional practice
Developing innovative skills to lead a team into new and creative ways of approaching training and assessment
Continually exploring options and evaluate processes to ensure continuous improvement
Planning and organising
Researching and analysing information for a range of purposes including ensuring quality improvement
Self-management
Ensuring ethical, legal and organisational requirements underpin all work
Creating a conceptual and experiential framework of professional practice
Reflecting on and evaluating own professional performance
Modelling high standards of performance and participating in professional development activities
Learning
Developing and extending one’s own expertise in facilitation
Opportunities sourced to increase own knowledge and skills
Professional development activities identified for self and others
Developing learner independence, extending their learning styles and readiness to learn
Reflecting on own learning
Technology
Using business equipment and software programs to monitor assessment processes and practices
Developing feedback tools and collating feedback using technology
Preparing reports and other documentation using a wide range of software packages
