1. Training and Education
TAE10
Training and Education
TAE10
TAESUS501A
Analyse and apply sustainability skills to learning programs

2. Housekeeping mobile phones break times toilets emergencies
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3. Assessment A judgement of competence will be based on:
participation and contribution in the workshop
submitted responses to the learning activity questions
completion of the assessment tasks nominated by the facilitator
In most cases a practical demonstration of your skills will be required.
You must provide sufficient evidence to show that you can perform the tasks relevant to this qualification in a variety of situations, to the necessary standard.
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4. Workshop overview In this workshop the following will be covered:
definitions of sustainability
relevance of sustainability skills in training packages
different approaches to the inclusion in VET of sustainability skills
contextualisation and customisation of learning and assessments to incorporate sustainability skills
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5. Packages and programs
VET programs support industry based skills development. Recognition of the need for industries to develop green policies, practices and interactions with the environment, society and the economy have led to the inclusion of specific sustainability skills in training packages, qualifications, units of competency and accredited courses.
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6. The COAG-endorsed Green Skills Agreement.
Initiatives that support the development of suitable industry training packages, accredited courses and units of competency for industry include:
The COAG-endorsed Green Skills Agreement.
The Skills for the Carbon Challenge initiative.
National Green Jobs Corps.
Clean Energy and Other Skills Package 2011.
The National VET Sector Sustainability Action Plan
Living Sustainably – the Australian Government’s National Action Plan for Education for Sustainability.
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7. Assessment activity
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8. Industry areas
Trainers, facilitators, assessor and resource providers should investigate a range of research results, government initiatives and agreements. They need to identify current and emerging sustainability practices in relation to the industry sectors for which VET training will be delivered.
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9. Practices and issues for consideration could relate to:
greenhouse gas - carbon production - climate change
energy
buildings
transportation - fuel
waste – greywater - chemicals
communities - urban development
water
biodiversity - wildlife – forestry - habitat support
government initiatives
food and food production – farming – land care
finite resources
interactions with Third World countries
tourism/ eco-tourism

10. Assessment activity
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11. Approaches
To address environmental challenges people need to think broadly and understand systems, connections, patterns and causes.
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12. Training practice Sustainability is a mindset – a way of thinking.
Training and education programs will help learners understand sustainability, perceive the need for implementation of sustainability initiatives, and will help learners design and implement or comply with organisational sustainability procedures.
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13. Assessment activity
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14. Expertise
VET trainers, assessors and resource providers might require information and advice from sustainability experts in order to:
embed sustainability skills into training
packages, programs and units of
competency
design and develop:
special sustainability programs
industry-specific unit of competence
assessment activities that will meet
individual and industry needs
provide accurate and useful information to learners
Barriers
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15. Assessment activity
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16. A training specification can include:
Trainers and assessors must be clear about the training specification/s relevant to delivery.
A training specification can include:
training package units of competency
learning outcomes from accredited courses with a vocational outcome
non-accredited industry specific learning programs and study units
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17. Assessment activity
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18. Customisation
Trainers, assessors and resource developers should customise learning materials and assessments to fit the relevant industry and employment conditions. Links to the appropriate sustainability skills should be identified and incorporated into the contextualisation process.
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19. Sustainability in VET
The intention of embedding sustainability skills in packages, programs and units is to assist learners in:
thinking, acting and making decisions systemically and holistically
understanding the positive impacts they can make through lifestyle and work choices
learning how to maximise positive impacts
developing the skills to communicate sustainability issues to others and to collaborate effectively with a wide range of stakeholders
developing the skills to enthuse and challenge others
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20. Learning programs Learning programs should be documented.
Changes, adaptations or contextualisations must also be properly documented.
This serves a number of purposes:
so that the learning materials or assessment activities can be trialled and validated
in order to utilise the same or similar adaptations and contextualisations in future learning programs
to ensure that the support materials and assessments (tools, methods and instructions) are available for audit purposes
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21. Assessment activity
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22. Assessment A judgement of competence for this unit will be based on
evidence related to:
workshop participation and contribution levels
submitted responses to the learning activity questions
completion of the final assessment tasks – questions and projects
a practical demonstration of your skills
any other tasks nominated by the assessor
Time frames for completion of assessment tasks and for
feedback will be negotiated with the assessor.
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