1. Decent Work for All ASIAN DECENT WORK DECADE 2006-2015 Ray Grannall Regional Senior Specialist for Skills Development for Asia Pacific Region Asia Pacific Skills and Employability Program (SKILLS-AP) ILO/SKILLS-AP/JAPAN National Technical Workshop On Skills Training in the Workplace Bangkok 24 March 2019 Technical Session 7 Training of Trainers and Assessors International Experience

2. Overview Various International Approaches to training trainers Other ways to provide teacher up-to-date

3. Australian System No requirement for a degree or higher degree Teachers need recent relevant work experience plus relevant technical qualification (could be trade certificate) Full time teachers can be appointed without formal qualification given paid leave over 2-3 years period to gain diploma or degree in teaching New requirement for trainers to have Training and Assessment qualification (Certificate 4)

4. Australian Training and Assessment Training Package TAA-4 2 Qualifications Certificate IV for workplace trainers and those assessing nationally accredited competencies Diploma in Training and Assessment for managers of training centres www.ntis.gov.au

5. 39 units of Competency Learning Environment – 5 units Learning Design – 7 units Delivery and Facilitation – 10 units Assessment – 6 units Training Advisory Services (5) Coordination, Management and Quality of Training and/or Assessment Services (5) Language Literacy and Numeracy Practice (1) Units from other Training Packages –16.

6. Examples of TAA4 Competencies Design and develop learning programs Design and develop learning strategies Design and develop learning resources Research and design e-learning resources Provide training through instruction and demonstration of work skills Plan and organise group-based delivery

7. ENTO Self financing and independent organisation which provides information, advice, guidance and support for those who use National Occupational Standards Conducts professional development activities Supports and on-line Learning Network for those who deliver, assess or verify NVQs and SVQs www.ento.co.ukwww.ento.co.uk

8. Philippines Assessors and assessment centres are accredited by TESDA. Trainers and assessors are required to obtain competency in both a relevant technology and in training methodology. A specific Assessors and Trainers Qualification Framework where Assessors and Trainers obtain competency in both a technical field and in training methodology.

9. Singapore Trainers and Assessors are registered through their providers and must be fully qualified under WSQ requirements. WDA administers the national Workforce Skills Qualification (WSQ) quality assurance and accreditation framework

10. Sri Lanka TVEC runs workshops for Assessors to promote national consistency of assessment TVEC periodically audits institutions to check their QMS and continued validity of registration and course accreditation. Serious non-compliance may result in cancellation of registration or accreditation.

11. In competency-based systems…. In countries which there are competency- based national frameworks, those frameworks usually including competencies of instructors, trainers and training managers Professional development of trainers should, in those countries, be based on competency standards

12. Quality Systems Teaching skills often part of quality system No national training program Some countries require degrees or higher qualifications – do not guarantee any knowledge of CBT

13. Ensuring Trainers Keep Up-to-date (1) Some Professional Associations (e.g..CPA) require members to attend 1-2 days of approved professional development every year Newsletters Regular Emails Invitations to special events – demonstration of new ideas etc

14. Ensuring Trainers Keep Up-to-date (2) Return to Industry Work experience in a company for limited periods of time Team teaching – industry trainers work as co-trainers Involving industry representatives in course development and design

15. Ensuring Trainers Keep Up-to-date (3) Visits to other larger training centres – working with more experienced teachers Participating in company training programmes – partnership arrangement

16. Not only full-time trainers… Needs to address all of: Full-time trainers Managers and other people who occasionally provide inputs to training Supervisors, who have a role in mentoring and developing people in their team

17. Include in job specification of managers and supervisors Developing the skills of people in their team Managing the learning of people in their team Supporting people in their team in managing their own learning Should be part of

18. Thank you Asia Pacific Skills and Employability Program (SKILLS-AP) ILO Regional Office for Asia and the Pacific

19. A Framework for Continuous Professional Development of Trainers Produced by: Network of Trainers in Europe 5 Principles

20. Principle 1 Recognition of different modes of learning -external study -workplace learning -self-study -e-learning -etc

21. Principle 2 Development of full range of competencies -Occupational competencies -Training competencies -Inter-personal competencies

22. Principle 3 Importance of networking for trainers as part of their continuing professional development -networking within companies -networking between companies -networking in trainers’ professional organisations

23. Principle 4 The reflective practitioner -importance of reflection on practice -supported by peer review and/or mentoring

24. Principle 5 Role of formal qualifications in training -for some trainers, this is important -for other trainers it may not be important