We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byJack Ellis
Modified over 2 years ago
TAE10 TAESUS501A Analyse and apply sustainability skills to learning programs Training and Education TAE10
2 © smallPRINT Housekeeping mobile phones break times toilets emergencies
3 © smallPRINT 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.
4 © smallPRINT 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
5 © smallPRINT 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.
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 The National VET Sector Sustainability Action Plan Living Sustainably – the Australian Governments National Action Plan for Education for Sustainability. 6 © smallPRINT
7 Assessment activity
8 © smallPRINT 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.
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 9 ©
10 © smallPRINT Assessment activity
11 © smallPRINT Approaches To address environmental challenges people need to think broadly and understand systems, connections, patterns and causes.
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. 12 © smallPRINT
13 © smallPRINT Assessment activity
14 © smallPRINT Expertise Barriers 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
15 © smallPRINT Assessment activity
16 © smallPRINT 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
17 © smallPRINT Assessment activity
18 © smallPRINT 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.
Sustainability in VET 19 © smallPRINT 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
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 20 © smallPRINT
21 © smallPRINT Assessment activity
22 © smallPRINT 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.
TAESUS501A Analyse and Apply Sustainability Skills for Energy Efficiency to Learning Programs.
Assessment Validation – Why and How Tony Auciello 18 th October 2012.
The Role of NGO Actors in the Development of New Technologies for Citizen Engagement and the way forward... Michael Szafraniec CareWays Community Australia.
The Commitment Initial training will centre around short, foundation training in the theory and practice of sustainability as related to the Water Corporation.
Training Needs Analysis. Ambition in Action TAFE NSW: Doing business in the 21 st Century The TAFE NSW Workforce Development Guarantee.
Certificate IV in Training & Assessment (TAA) Desma Moshou.
1 Ultimate Outcomes Settlement Program Logic Model Immediate Outcomes Program Components CIC Strategic Outcome 3 Outputs Intermediate Outcomes Policy Development,
Admissions Policy and HE Strategy Professionalising Admission to Higher Education in Further Education Conference Tuesday 2 March 2010 Annie Doyle, Senior.
Certificate IV in Career Development. RMIT University©14/01/2014 School of Education 2 Outcomes Understand the nature of career development and how it.
PQF Induction: Small group delivery or 1-1 session.
SKILLS FOR EMPLOYABILITY UAE ADVISORY FORUM Marlena Topple.
What method will you prefer? According to education expert, people only retain a certain proportion of what they taught. This proportion is depends on.
Introduction to VET Quality Assurance in the UK Mark Novels 6 th December 2011 Quality Assurance in Technical and Vocational Education and Skills Study.
Model of Comprehensive and Integrated School Psychological Services (NASP, 2010) National Association of School Psychologists 4340 East West Highway,
SIB Diploma of Salon Management SIRXHRM001A Administer human resource policy E-LEARNING MATERIAL & ASSESSMENTS DEMONSTRATION UNIT DELIVERY STYLE.
2012 SQA Central Training (New Centers) Venue – BISU, Beijing 9, Sept am– 5:00 pm Mary Gao.
6-1 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e C HAPTER 6 TAELLN401A Address.
Slide: 1 Coutts J&R Extension and Capacity Building ➔ Roberts Research.
Presenting: Unit V1 Who this presentation is suitable for? Internal verifier-candidates working towards Unit V1: Conduct internal quality assurance of.
Quality developments in VET An overview of the work of the European Forum on Quality in VET.
An introduction to the Literacy and Numeracy unit standards.
Introducing Unit Specifications and Unit Assessment Support Packs Hospitality : Practical Cake Craft National 5 Mhairi A Mackay Principal Verifier.
Introduction to CDIO: Key Features & Components Dennis Sale Senior Education Advisor Singapore Polytechnic.
Ecdc.europa.eu … Referencing of national qualifications against the European Qualifications Framework for lifelong learning Carlo Scatoli European Commission,
DRAFT 1 Developing and Implementing a Monitoring & Evaluation Plan.
Training Session #5 Youth Development & Youth Leadership.
Introducing Unit Specifications and Unit Assessment Support Packs Hospitality : Practical Cookery National 3, 4 & 5.
Delivering training at work. Housekeeping › mobile phones › break times › toilets › emergencies © smallprint 2.
1 Workforce Creation and Adult Education Transition Council Funding Work Group October 7, 2008.
Qualifications Update: Geography Qualifications Update: Geography.
© 2016 SlidePlayer.com Inc. All rights reserved.