1. Australian Vocational Education Teachers’ Qualification and Standards — Experience and Borrowing from TAA Training Packages Executive manager of Chongqing Australian VET Research Center, Division director for International Cooperation & Vocational Educational Researches, Chongqing College of Electronic Engineering, Zhu Dequan Dr. Prof. Deputy director of Education School, Southwest China Uinversity Lu Hong Dr. Prof.

2. CONTENTS  Research Background  Australian VET Teachers’ Entry Requirement Australian  Australian Qualification and Standards—TAA Training Packages Framework System Australian Qualification and Standards—TAA Training Packages Framework System 8 Competency Modules The Functions of TAA Training Packages  Evaluation of Australian Qualification and Standards Evaluation of Australian Qualification and Standards  China’s First Trial Standard in Chongqing China’s First Trial Standard in Chongqing  Challenges of Australian CIV TAE

3. Research Background  ACCVETP: Australia-China (Chongqing) Vocational Education and Training Project Bilateral project funded by the Government of Australia through AusAID and the Government of the Peoples Republic of China;  Principle location is in the Municipality of Chongqing, western China.

4. Research Background  To promote the reform of China’s Vocational Education and Training (VET) system.  Project Design: -Strategic and Operational Planning -Curriculum Development -Professional Development -Teaching Materials and Delivery -Equipment Procurement -VET Policy and Reform -Development of a Sino Australian VET Network

5. AustralianAustralian VET Teachers’ Entry Requirement  Vocational Education Teachers’ Qualification and Training Regulated by Government It has a set of sophisticated staff cultivation plan, management system and inspiring mechanism. Its focus is not on the teachers’ diploma and title but on how to make them lifelong learners.

6. AustralianAustralian VET Teachers’ Entry Requirement three necessary requirements: 1 st, professional qualification certificate. 2 nd,vocational teacher certificate, which is Certificate IV in TAA training package (recently, this certificate is newly titled as CIV TAE) 3 rd,professional working experience: at least 3-5 years.

7. Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007

8. Australian VET Teachers’ Qualification and Standards TAA training package is composed of 8 competency modules and 55 competency units.

9.  1. Learning Environment Coordination This module includes competency units: Work effectively in vocational education and training, foster and promote an inclusive learning culture, ensure a healthy and safe learning environment, develop innovative ideas at work & maintain and enhance professional practice 2. Learning Design This module consists of two main competency units: one is understanding and using training package and the other is designing lesson plan. 8 Competency Modules

10.  3. Delivery and Facilitation This module is composed of competencies of arranging class delivery, work-centered teaching and individual learning.  4. Evaluation/ Assessment It includes units of planing and organizing assessment, designing assessment tools and collecting data and evidence.

11.  5. Training Advisory Services This module refers to offer teaching and learning information for learners exactly and timely as well as record and present assessment result for them.  6. Coordination, management and Quality This unit is higher requirement for teachers with TAA diploma. it includes five competency units, such as developing training and/or assessment organisational, coordinating training and/or assessment arrangements, leading and conducting training and/or assessment.

12.  7. Language Literacy and Numeracy Practice This module requires teachers to fully consider learners’ level and character in teaching, and to express exactly, scientifically and easy to understand in writing and speaking.  8. Imported Units This module is a supplement to those core competency units. Training package imports 5 competency units for certificate IV and 11 for diploma, such as develop teams and individuals, make a presentation, manage people, etc.

13. The Functions of TAA Training Packages  Training package prescribes requirements for conducting training and assessment and it is the guideline for teachers’ market entry and their further education.  Certificate IV is benchmark.  Diploma is higher requirement.

14. Evaluation of Qualification and Standards  Focus on VET teachers’ competency in learning and teaching design, delivery and assessment  Focus on VET teachers’ competency of coordination & management  Focus on VET teachers’ employability skills(employability skills framework and employability skills description)

15. Employability Skills Framework  Skills: Communication Teamwork Problem solving Initiative and Enterprise Planning and Organising Self-management Learning Technology Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007

16. Employability Skills Framework  Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type. Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007

17. Employability Skills Description Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007

18. China’s First Trial VET Teachers’ Standards in Chongqing 2005, Australia-China (Chongqing) Vocational Education and Training Project developed Chongqing Secondary Vocational School VET Teachers’ Competency Standards(Trial).

19.  The Standards cover 9 competency modules and their 30 competency units: profession morality, industry liaison, curriculum design, delivery, assessment, exchange and coorporation, OHS, students management and professional development.

21.  Through the four perspectives of competency fields, competency units, competency elements and competency performance criteria, the Standard brings forward detailed requests for vocational teachers.  The Standard divides vocational teachers into elementary level, secondary level and higher level, in which the requests increase in turn and the requests of higher level cover lower level(s).

22.  In this Standard, “industry liaison” is more important than “teaching”. This means all the teachers of specialized courses and internship instructors have to have 2-month practice in industry every 2 years.  The practice in industry will be registered and evaluated, and it is made an important index of teachers’ professional employment, appraisal and promotion.

23. Challenges of Australian CIV TAE  Not enough relevance to contexts outside those of ‘workplace training’.  Debate of teachers’ capacities: to responsive to ‘customers’ in a ‘market’, rather than to students in an increasingly challenging learning environment. Source: Pat Forward, THERE IS A TIDE or is it head in the sand (again)? THE AUSTRALIAN TAFE TEACHER SPRING 2010

24. Challenges of Australian CIV TAE  VET workforce to focus on learning flows between VETand higher education and on vocational pathways between the sectors and between education and work.  Development of the teaching capability required to create the anticipated future of a high skills economy. Source: Pat Forward, THERE IS A TIDE or is it head in the sand (again)? THE AUSTRALIAN TAFE TEACHER SPRING 2010

25. Challenges of Australian CIV TAE  the growing expectations shared by industry, students and TAFE institutions of the need for more sophisticated and flexible forms of delivery for vocational learning.  The extent of university provision of vocational teacher education to be needed. Source: Pat Forward, A future framework for TAFE teacher qualifications, professional development and registration. A discussion paper by the Australian Education Union (TAFE Division)

26. Challenges of Australian CIV TAE  Principles of new approaches to TAFE teacher education  Three phases of capability development for TAFE teachers  Registration system: high level practitioner of vocational education Source: Pat Forward, A future framework for TAFE teacher qualifications, professional development and registration. A discussion paper by the Australian Education Union (TAFE Division)

27. Thank you! Dr. Prof. Lu Hong Executive manager of Chongqing Australian VET Research Center, Division director for International Cooperation & Vocational Educational Researches, Chongqing College of Electronic Engineering, Chongqing University Town, Shapingba District, Chongqing, P.R.China 401331 Tel: 0086 23 6592 6032(O) Mobile: 0086 13618353338 Fax: 0086 23 6592 6032 Email: elsie_lu@163.com