More ideas, tips and strategies will have to wait until 2017!
Now is the time for us to say,
We appreciate your continued interest, feedback and support
Thank you to those who completed the survey we distributed last month. In the survey we asked for your feedback about LLN and VET Meeting Place in 2016, and for your requests for 2017. We gained some terrific ideas from your suggestions. Your responses also helped us learn more about your training contexts and learner needs.
We thought you might find it interesting to see some of the survey responses, which came from ‘colleagues’—both within and outside of Australia—who share a curiosity in developing learners’ foundation skills. Here’s a summary of the results:
Thank you for the feedback about the LLN and VET Meeting Place site. It is helpful for us to know the areas you find most helpful to you. We are pleased that the mix of teaching and assessment resources, links, strategies, current developments, and tips, is helpful and informative.
Suggested Professional development topics (webinar/blog posts)
You indicated an intriguing range of suggestions for continued professional development – either webinar or blog posts. Although the suggestions are predominantly from Australian trainers, there are some from international followers. Your requests included:
Foundation skills – general
Continue updates – including legislation
VET/LLN research projects and findings
VET/LLN success stories
Collaboration between existing industry bodies
Foundation skills instruction and assessment strategies and tips
More LLN and foundation skills tips and strategies
Integrating LLN and Foundation skills in VET
ACSF levels in units of competence
Essential skills for Trainers
Addressing currency of practice
Locating specific foundation skills information
For specific learner groups:
are young/Gen Y
may mental health needs
experience the language of training (English) as a foreign language
learn online – how to unpack a question
Specific foundation skills: Numeracy
Core Numeracy skills for Financial interpretation and report skills
Inspiring ways to deliver numeracy (if learners are less motivated)
Numeracy skills for trades
Specific foundation skills: mixture
searching for a job
reading for electrical trades
An interesting and useful list to ponder as we plan for 2017
But first, time for a short break…
We’d like to take this chance to wish you and your family all the very best for the holiday season. We will return in January, 2017!
contain performance descriptions – observable behaviours – which we can use to distinguish different levels of performance in each foundation skill, in diverse contexts.
We rely on foundation skills to do just about anything. The challenge trainers and assessors face is how to recognise, isolate and teach the specific foundation skills our learners need to successfully engage in work, training, or community-based activities.
In this blog, we’ll take you through one case study example, showing how you can use the ACSF and CSfW to help you isolate foundation skills needed to perform a particular task, then plan instruction and assessment approaches to build both foundation and vocational skills.
Our case study – introduction
In this example, we have used a unit of competency as the training benchmark. For our purposes, we have based our example on just one small part of a unit. We recognise that to fully prepare for training delivery and assessment, we must look at the entire unit of competency.
Step 1. Identify foundation skills required to meet the training benchmark
CHC30113 – Certificate III in Early Childhood Education and Care
CHCECE004 – Promote and provide healthy food and drinks
From Element 3. Maintain food safety while carrying out food-handling activities:
3.2 Within scope of own work role, carry out food-handling, preparation and storage according to service policies and procedures and regulatory requirements.
A starting point – the ACSF Sample Activities
Sometimes the ACSF SAMPLE ACTIVITIES are a helpful first step for checking the foundation skills required to perform the task at the required level. Use your professional judgement and experience to predict the core foundation skills involved, and head to that section.
For this example – to perform tasks with specific policies and procedures involves Reading, Learning (both ACSF), and Working with roles, rights and protocols (CSfW).
Start at ACSF Level 3 to find a similar activity that aligns with the task your learners need to perform. The SAMPLE ACTIVITIES cover three domains of life: workplace and employment, education and training, and personal and community. You will notice quickly if there are no similar activities, or if the sample activities are either too complex (go to Level 2), or, not complex enough (go to level 4).
Here are two Sample Activities relating to the Performance Criteria; one from Reading Level 3, and one from Learning Level 3.
Level 3 Reading – Workplace and Employment
Selects and applies the procedures and strategies needed to perform a range of tasks after reading appropriate texts, e.g. machinery/equipment manuals, standard operating procedures or work instructions (ACSF p. 60)
Level 3 Learning – Workplace and employment
Plans and organises a routine job, identifying possible risks and accessing relevant resources ACSF p. 34
The Sample Activities start to reveal the foundation skills involved (words in bold):
Read relevant guidelines and select appropriate strategy or procedure
Learn – access and follow response remedy or procedure
Please note: The remedy may also require completion of necessary paperwork or communicating to supervisor, colleague or parent, for example. The communication may involve writing, or oral communication. For this example we will focus only on the core skills of Reading and Learning.
STEP 2. check the range of Performance descriptions for the foundation skill at the level
Refer to both the ACSf and CSfW where relevant
ACSF Reading (Level 3)
Recognises the structure and distinguishing features of a range of familiar text types
Understands texts requiring integration of a number of ideas and pieces of information and some inference
ACSF Learning (Level 3):
Uses some personal and/or workplce designed systems for ordering, classifying and storing familiar reference materials for easy retrieval
Begins to transfer key principles and concepts to new situations, allowing for some contextual differences
The foundation skill, following procedures, is part of CSfW 1B – Work with Roles rights and protocols.CSfW: Navigate the world of work. (Level Capable Performer)
Takes personal responsibility for adherence to legal/regulatory responsibilities relevant to own work context, and draws attention to any issues that may affect self or others CSfW p.25
Recognises and follows explicit and implicit protocols and meets expectations associated with own role p.26
STEP 3. focus on foundations skills through all stages
Focus on the ACSF/CSfW performance descriptions through training and assessment (both formative and summative).
Check the skills involved with ACSF Level 3, or CSfW Capable Performer to prepare
tasks to enable learners to practice or demonstrate
strategies or skills that will support learners’ foundation skill development
training resources or stimuli
guides to support instruction, or practice outcomes, and formative assessment tasks
Check the skills involved with ACSF Level 3, or CSfW Capable Performer to prepare
assessment tasks at the required level
assessment tools and resources at the required level
develop marking guides for assessors
Use the 3 STEP process to:
identify the foundation skills that underpin the workplace (or education/community) task
identify skills and strategies learners need to perform the task
develop and prepare targeted instruction and assessment approaches
With more use, the 3 Step process will be completed quickly!
First… A quick reminder that our very short, online survey closes COB this Monday, 31 October 2016. The survey asks for your feedback about our site – what works, what doesn’t, and what to feature in 2017. We’d be grateful for your feedback.
Thank you! And now, back to our regularly-scheduled post!
This new supplement will make it easier for us to meet needs of our learners. Learners working at pre-level 1 need time to build skills, and usually progress in small steps. The new pre-level 1 supplement describes these small—and now more recognisable—steps that learners working at pre-level 1 may take towards pre-level 1 exit level. This will make it easier for us to more accurately identify, develop and report on the capacity of learners at ACSF pre-level 1, and identify ways to link from pre-level 1 to higher ACSF levels.
The new ACSF Pre-Level Supplement offers, for each core skill, the same sections and structure as the 5 LLN core skills levels 1 to 5. This includes…
“… a detailed set of Indicators, Focus Areas, Performance Features and Sample Activities by which learner core skill gains can be determined and reported.”
(Department of Education and Training 2016 ACSF Pre-Level 1 Supplement, p1)
Stages are new!
At first glance, it may seem that the pre-level 1 information in this new supplement is presented in the same way as for core skill levels 1 to 5. But this isn’t quite true.
For the first time, the new ACSF Pre-Level 1 Supplement describes two stages of progress—Stage A and Stage B—to represent the incremental progress learners may make.
The table below explains how each core skill is described in the new ACSF Pre-Level 1 Supplement:
Indicators are provided for each core skill.
Most of these start with, “Begins to …”
The focus areas that learners are likely to be able to demonstrate have Performance Features included.
Performance features now describe two stages of skill development—Stage A and Stage B.
Sample activities are not divided into the three Communication Domains. This is because at this level learners will need to develop their skills from highly familiar, personally relevant, and immediate contexts.
Sample activities for Stages A and B are provided.
One set of variables applies to both stages.
Here’s an example
The example below shows Pre-Level 1 Writing Indicator 0.05: Begins to produce basic written text Performance Descriptions – stages A and B:
Why should we bother using this Pre-Level 1 Supplement?
SBS’s Insight program recently aired an episode called Reading Between the Lines (first aired on 23/9/2016), which highlighted the challenges some adult learners face with developing LLN and foundation skills.
This episode is an important reminder of the many people in our communities who may have limited LLN/foundation skills but who sincerely want to participate successfully in today’s world. We have a responsibility to do what we can to facilitate this.
We feel that this new Pre-Level 1 Supplement will help us identify a way forward.
Extra reading… preparing pre-level 1 instruction or assessment activities
The Pre-Level 1 Supplement offers good practice approaches (within the Theoretical Underpinnings section, page 1)
The Performance Features and Sample activities for each LLN core skill provide a range of skills and activities that are highly useful to preparing instruction and assessment strategies and approaches
Looking back on 2016, we feel thankful, above all else. Our membership has grown to more than 250 people, and we are grateful for your support.
We are also reviewing the LLN and VET Meeting Place site and making plans for 2017. Our goal is to make sure that we continue to offer information, products and services that are useful to you. We need your help to do this.
We’d appreciate your comments and suggestions about:
our 2016 site and services—what works and what could be better
the content and direction for LLN and VET Meeting Place in 2017—what to stop, start, change, and continue.
To capture your feedback, we have created a short, online survey.
Other things you might like to know about the survey:
You may complete it anonymously if you wish
It will take about 5-10 minutes to complete
We’ll close the survey by COB Monday, 31 October 2016.
This is the one we’ve been waiting for… a high-quality, FREE assessment tool that RTOs can use to test learners in ALL foundation skills – i.e. LLN and employability skills!
The Department of Education has finally released FSAT, which the team at the Australian Council for Educational Research (ACER) has been working on for the past 2+ years. This is the foundation skills assessment tool we’ve been waiting for!
In this post we’ll:
explain what the FSAT is
describe 7 benefits of using FSAT
explain exactly which core skills are assessed with FSAT, and how
tell you how you can help get FSAT approved for use with VET FEE Help students, asap
help you get started!
What is the Foundation Skills Assessment Tool (FSAT)?
The Foundation Skills Assessment Tool (FSAT) is an interactive online tool designed to identify and measure an individual’s foundation skill levels. This includes English language, literacy and numeracy skills as well as employability skills.
All of the tasks and questions used in FSAT have been developed jointly by teams of external ACSF and CSFW experts, including authors of the two frameworks, working alongside ACER assessment experts.
ACSF and CSfW assessed
Language Literacy and Numeracy AND Employability skills
Assess 5 levels
ACSF 5 skill levels AND CSfW 5 skill levels
Computer adaptive assessment
Comprehensive branching structure to target the appropriate level of question difficulty
For details about the skills assessed on and off-line – see What skills are assessed and how?
See the results immediately
Automatic and immediate scoring and report generation available for all online assessed core skills
Resources for the skills assessed offline
Offline components come with manuals, prompts and marking guides
That’s right, NO service fee!
What skills are assessed, and how?
Australian Core Skills Framework (ACSF) core skills assessed
Automatically scored skills ACSF
Non-automatically scored assessments ACSF
Learning (Indicator 2)
Learning (Indicator 1)
Core Skills for Work (CSfW) core skills assessed
Please NOTE: Nine out of ten CSfW core skills are assessed automatically. During the testing stage it was found that Skill Area 3d Create and Innovate did not adapt well to automatic assessment so needs to be assessed off line.
Navigate the world of work
1a Manage career and work life
1b Work with roles rights and protocols
Interact with others
2a Communicate for work
2b Connect and work with others
2c Recognise and utilise diverse perspectives
Get the work done
3a Plan and organise
3b Make decisions
3c Identify and Solve Problems
3d Create and Innovate (See NOTE above)
3e Work in a digital world
Use FSAT to assess prospective, or existing learners across all adult education and vocational training, courses and levels. FSAT results can help you:
provide targeted feedback to each prospective learner about the range of skills they hold (i.e. their strengths) and skills to develop
guide and develop solutions, strategies, resources or advice so that prospective learners know what to do, and where to access the support
prepare candidates for a VET FEE Help approved assessment.
How to get started using FSAT
First, you will need to register your organisation with an FSAT account. For more information about registering, click here.
Once you have your account up and running, you may give your clients access to FSAT.
For this post, the Formative assessment refers to the training stage sandwiched between Diagnostic assessment and Summative assessment. The stage of training where learners generally practise the foundation skills used to perform the workplace task.
Type of foundation skills assessment
Pre-training, or start of training
Diagnostic assessment: check for learners’ existing foundation skills
Formative assessment: check learners’ progress with learning how to perform the foundation skills embedded in the workplace task. Assessment for learning.
Completion of training
Summative assessment: assess competency to perform the foundation skills embedded within the workplace task. Assessment of learning.
instructions about the workplace task (and the underpinning foundation skills)
activities to practise the foundation skills required to perform the workplace task
assess the learners’ competency to perform the workplace task with the embedded foundation skills
For learners who commence with enough workplace and foundation skills knowledge, this process may be sufficient.
But, if you have learners who:
are new to the workplace skill, or embedded foundation skill (Novice performer)
have some prior experience with the skills, but are unsure (Advanced Beginner)
may need some skill revision, or a prompt to perform independently (Capable performer)
……… then, how will you know the instruction is sufficient to enable the learners to perform independently and confidently at the time of final assessment.
For both trainers and learners it is valuable to find out as soon as possible, if learners need:
re-direction with ‘how-to’
revisiting strategies or resources
alternative strategies or approaches
alternative resources or support
……………to build foundation skills.
can easily go off-track
may need to ‘un-do’ or re-learn a strategy, concept, or understanding
will benefit from confirmation of their approach
seek timely feedback
enables trainers to check the strength of instruction (‘how to’ …) and support strategies
enables the learners’to become active participants in the learning process.
Think about ………….the implications of assuming learners are developing the necessary foundation skills, and don’t check?
We recommend an active and planned approach: Make formative assessment a priority…………..
1 implement an Assess to Learn approach
Develop a feedback-driven learning environment where you are tuned-in to the foundation skills progress made by the learners and use this to influence the guidance and the instruction you provide, or the delivery plan overall.
Assesses learners’ needs – what are the learners’ skills, what do they need to learn ‘how to do’ now?
Select the strategies and approaches to develop the learners’ foundation skills
Evaluate – through formative assessment – the effectiveness: check progress, understanding, confidence to perform the task independently What progress have learners made?
Think about …….. how might formative assessment influence your instruction approaches to build foundation skills?
2 Where possible, stretch the Practice phase out
‘Dip-into’ learners’ foundation skills progress during the ‘practice’ stage of delivery.Build into the practice stage frequent opportunities to capture what learners CAN do, and the challenges they face. Be open to their reflective comments.
The benefits of collaborative activity
“Beware of the lonely learner: they are at risk of making less progress”
Denise Meyerson 2016 , Emerging Trends in Learning ACPET webinar
For learners: Working with others or responding to the thoughts and ideas of others helps to shape the learning and provides an ‘informal’ formative assessment.
For trainers: Providing feedback to a group is effective and impacts all learns involved – it may also be less time -consuming.
Think about ………when are the timely opportunities to check in with learners as they practise the foundation skills independently, or with others?
3 Tune-in to learner’s skill development, some suggested etools
If you are a VET practitioner, you will know of the many recent and ongoing changes to Australia’s VET sector. As a result, there have been changes to how to access LLN (and foundation skills) information online.
In this post, we list up-to-date links for LLN and foundation skills information, resources, and tools.
Of course, we also hope you’ll visit the resource links pages of our website, which have the links we’ll post here, and much more!
All links listed below are current at the time of writing.
Ideas that Work is an organisation that produces a range of professional development videos for use in a variety of industries. A series of short LLN-targeted videos, called What Works for LLN is available for free online viewing.
What Works for LLN videos offer something for everyone—for trainers and assessors, for other RTO staff, for LLN specialists, and for people studying how to address LLN in training.
One outcome of the 2014-2015 National Foundation Skills Strategy (NFSS) Project was a set of four video resources demonstrating different approaches to building foundation skills in a vocational context.
The different contexts and learner cohorts provide a valuable source of planning and delivery approaches.
You may be wondering ‘why a New Zealand site’? New Zealand’s National Centre of Literacy and Numeracy for Adults provides a valuable source of strategies and resources to support the development of foundation skills within workplace training. You can read the latest outcomes of the NZ Adult Literacy focus here.
One resource example is a You Tube channel that contains an extensive library of videos. There are 86 videos addressing aspects of Literacy! Below is just one example from their suite of videos covering Numeracy:
This is a great site to help you or your learners build numeracy skills.
The Khan Academy is particularly good to watch and hear someone explain mathematical concepts and processes, from simple to complex. Learners can practice, check their attempt, and get immediate corrective instruction.
Observe how these trainers approach an LLN pre-training assessment.
Example 2 – videos created by Linda Wyse and Associates, in conjunction with Great Southern Communications
These videos let you observe how ACSF core skill assessments may be conducted. You will see:
An ACSF assessment interview of an adult learner (Paul or Zoe), conducted by LLN specialists. As you watch this interview, consider how the learner responds to questions. Identify the level of ACSF core skills you think the learner demonstrates. Then watch the second video:
A video of a discussion between LLN specialists as they discuss the levels of each core skill demonstrated by the learner. This video gives you an insight into how LLN specialists reach decisions about the core skill levels held by a learner. You can also compare your thoughts with those of the specialists.
Precision Consultancy has produced a suite of freely-available, LLN industry-validated ACSF assessment tools. Some tools are generic (i.e. relevant to any industry) and others are industry-specific.
Each tool includes instructions for assessors on how to use the tool and lists the core skills and levels covered. These tools also give terrific examples of what you might expect at each core skill level. So even if you don’t need them as assessment tools, you may use these as examples to help you write your own instructions for learners.
Other LLN assessments
At the time of writing, the Precision Consultancy ACSF assessment tools were the only tools that meet our criteria of being BOTH free, and validated by the adult literacy industry.
NCVER has set up this POD as a ‘hub’ of information and resources relevant to foundation skills and LLN skills in vocational education and training. The POD offers a collection of recent research across the different foundation skills related aspects. You will also see links to key international bodies also tuned into the development of ‘essential skills’, ‘adult literacy’ skills, or ‘foundation skills’.
It’s now normal to regularly receive a range of information updates, enewsletters, tweets, social media posts, blog posts, and emails. Each one offering information, advice, snippets, suggested follow-up actions, or best ways’ to do something. Each one, prodding us to tweak our knowledge and practice.
AT the heart of the matter for us – LLN and VET meeting place – is Foundation Skills. This post presents the top 5 recently received ‘grabs’ from various sources that speak to foundation skills
Foundation Skills (defined by the National Foundation Skills Strategy NFSS) = LLN skills (ACSF) + Employability skills (CSfW)
ACSF = Australian Core Skills Framework
CSfW = Core Skills for Work Developmental Framework
(1) A Book
This book is written for people undertaking further study in VET teaching and is written from the perspective of ‘what does a VET teacher need to know?’.
Don’t brush this aside – each chapter holds content relevant to each of us, with contextual information, current developments, pedagogy considerations (where relevant) and reflective questions. The exploration of VET teaching practice is taken from a wide angled lens, presenting constructive information and strategic advice.
Chapter 6: Language Literacy and Numeracy in VET Teaching, was written by Keiko Yasukawa, a long-standing and influential Australian leader and researcher in the LLN domain, currently based at University of Technology Sydney. Keiko has much more to say, but these insights or questions are the pick for this post
P98 As a VET practitioner ……………..“you actually have much to offer in the practice of integrating LLN into your teaching because it is the LLN demands of the your vocational discipline and work practices that the students are learning.”
P101 There are multiple literacy practices involved with completing a course(Ivanic et al, 2009)
Literacy practice for becoming and being a student
Literacy practice for learning content
Literacy practice for assessment
Literacy practice for the workplace
P103Reflective question: How explicitly were you taught about these different practices? How does it feel when they are not explicitly taught and you cannot figure it out yourself?
P104The basis of the ’embedded’ or ‘integrated’ approach is …………. focus on making the LLN that the learners and workers encounter explicit and teachit to all of the students.
P107A Reflective question: Whose interests are at stake when I am making decisions about my approaches to practice?
(2) A website
If you are looking for a resource with videos to inspire or encourage learners pondering what vocational course? or direction? SkillsOne has ‘Hundreds of Videos about getting a trade or skill.
Videos can be helpful for showing what’s involved with the work, and the underpinning foundation skills. The videos are from different sources, so are different lengths. Some a ‘bites’, and others more detailed.
If you have access to a TV – search the Channels tab for TV programs featuring specific trades and skills, or future developments.
(3) AN EBulletin
Teacher | ACERupdates are sent each week. Although they are directed at school teachers, we share a lot in common when it comes to teaching/training/delivering instruction.
Our goal is to reveal the foundation skills at the heart of the task, and know if the delivery approach was effective for the learner:
Two of the biggest blockers ………are fear of failure and fear of hidden criteria – they’re not entirely sure what you’re looking for. So, if we can make it really clear……..then they’ll move forward. (21/5).
Taking an inquiry approach to the effectiveness of your teaching. Ask the learners, what kind of feedback helps you? Many reply – ‘Step by step guidance’. Some learners will need more detail – what seems to be obvious to some learners, may remain a mystery to others.
(4) An infographic
The core skill Learning underpins the development of all foundation skills (ACSF and CSfW).
Learning strategies are interlinked, often invisibly, within training/delivery instruction and support.
Delivery or instruction strategies are critical to facilitating learning.
Enjoy this simple Infographic; nothing new. a simple metaphor to tempt deeper reflection!
In your context, how are learners assisted to learn, so they can build and develop necessary foundation skills?
(5) A Blog
The range of strategies to assist learners to build and develop foundation skills is vast. The range of strategies to build specific foundation skills eg Reading or Numeracy , is also vast. Generally we build skills over time.
It’s easy to be locked into the same information bubbles feeding our professional skills and knowledge. What are the impacts of consuming what comes in through the same sources over and over? Have you progressed with confidence to approach or embrace foundation skills within your practice?
Jane Hart’s (C4LPT) framework captures the variety of ways a trainer might continue to evolve their professional expertise.
With foundation skills in mind, where do you go to find:
the human-like robot , Sophia, in the video posted by Wendy Perry (Workforce Planning) who recently attended the US 2016 SXSW (South by Southwest) Interactive festival.Ponder potential roles – predictions suggest the intelligence capacity will supercede human potential – faster, cheaper!
the IBM Watson computer competing in the US TV show Jeopardy and that was 2 years ago! What has been developed since?
A 15 year-old today should expect to have 17 different jobs in five sectors in his or her working life
Two-thirds of the tertiary study currently being undertaken is towards jobs which soon won’t exist
Three-quarters of all new jobs will require science, maths or technology proficiency.
Chief Executive, Foundation for Young Australians, Jan Owen
The CSIRO 2016 Tomorrow’s Digitally Enabled World Data 61 suggests the speed of change will be rapid and unprecedented – “Whilst Australia’s workforce is continually changing the current period in history is characterised by a combination of forces likely to be associated with greater, faster and different transitions than previously experienced.”
The explosion of device connectivity and artificial intelligence performing tasks more quickly, safely and efficiently
‘Platform’ economics with porous boundaries
Less jobs with large organisations, The rise of entrepreneurs creating their own jobs/work
Divergent employment profiles
The rising bar – increased technology and complexity required to tasks
Employment growth in the service and education sector – towards a knowledge economy
The video at the bottom of the CSIRO Data 61 summary emphasises the intent of this document to:
offer insight to the future workforce predictions.
stimulate thinking, discussion and strategies about how best to position the Australian workforce for the changes ahead.
The good thing for us (in the education and training world) is that this report, and others, predict education and training will have a significant role – if it remains agile enough to ADAPT, SURVIVE and THRIVE (Deloitte 2016) to the future trends and indicators
Which skills are required to transition successfully into and with the future?
We know that Science Technology Engineering and Maths (STEM) skills are important contributors to Australia’s innovation and economic growth in a global market; these skills are what employers ‘want’.
Current information also reveals employers want ….. ENTERPRISE SKILLS.
During the three years 2012 – 2015 the Foundation for Young Australians scanned 4.2 million job advertisements gathered from more than 6,000 websites, to track and collate trends in skills required now to enter the workforce. The final report, The New Basics reveals
Enterprise skills are transferable skills that enable young people to engage with a complex world and navigate the challenges they will inherit.
Enterprise skills are not just for entrepreneurs; they are skills that are required in many jobs. They have been found to be a powerful predictor of long term job success.
Which foundation skills are required to transition successfully into and with the future?
The 10 JOB SKILLS YOU WILL NEED IN 2020 captures a broad set of ‘drivers’ and attempts explain or describe the cognitive activities, skills, and tasks in the highly connected global world. It’s from these tasks we can begin to consider – which foundation skills?
Constantly emerging technologies and rapid shifts in the labour market mean that the 21st Century teacher has to navigate uncharted territory (p26)
boosting literacy and numeracy and STEM skills is a priority for the entire population (p31)
The VET sector needs to look beyond the competencies currently required by industry. More emphasis should be placed on foundational knowledge and building the capacity to learn. (p31)
CEDA (p29) predicts there may be tension between job-ready and broad-based competencies ,suggesting the need for both and the capacity to integrate both should be guided by the overarching policy framework .
What initiatives TO ADAPT, SURVIVE AND THRIVE can we implement in our RTOs, with the Industry Reference Groups, and the Skills Service organisations?
When will SCENARIO PLANNING happen; where trends that will influence education and training are considered?
2 HIGH ORDER COGNITIVE SKILLSare the order of the day
modelling, including understanding thresholds and constraints
using extrapolation and extrapolating trends
recognising anomalies and errors
concise and clear communication of judgement
fast and often multi-stepped calculations and estimations
The New Basics points to embracing pedagogy with inquiry approaches, and collaborative activities involving real-world scenarios.
Which of the COMPETENCIES EXPECTED IN HIGH PERFORMANCE WORK ORGANISATIONS are you providing opportunities to develop?
Media literacy and information literacy
Intrapersonal communication skills
Self-direction, emotional intelligence
Problem solving, critical thinking
Initiative, idea generating
3 REMAIN ABREAST of developments in our, industries, and those allied to it
The CSIRO Data 61 video and OECD Skills Outlook 2013 report, and The New Basics (p22) advise we must remain informed about ‘live’ industry trends so that instead of learners relying on heresay, we OFFER RELEVANT AND CURRENT ADVICE:
trends in workforce areas CSIRO p 19
provide quality career guidance CSIROp 27,
continue to promote educational attainment CSIRO p 23
provide easy to find, up to date information and guidance
An outcome of the ‘cutting edge’ technology developments in the construction industry has required tradespeople with higher level skills to apply ‘intelligent and precise’ skills with new technologies
‘With competition so tight, Industry experts claim the cover letter is on it’s deathbed and the CV is on life support’. ‘Recruiters are now urging younger workers to concentrate on strengthening their social media presence and networking ability if they want to stand out of the overcrowded pack.’
How are you REMAINING ABREAST WITH CURRENT AND FUTURE WORKFORCE TRENDS? What networks, collaborative connections and info sources are available to you?
4 A final word from the INFOSYSAMPLIFYING HUMAN POTENTIAL: EDUCATION AND SKILLS FOR THE FOURTH INDUSTRIAL REVOLUTION
INFOSYS commissioned the Future Foundation to undertake research which involved interviewing 1000 young people 16-25 across 9 countries, including Australia. The report was prepared to find out what is on the minds of these young people, some preparing for the workforce and others involved in it. The outcome reports valuable insight to contribute to the debates and discussion about preparing ‘those who will truly master the fourth industrial revolution’. This summary article reports YOUNG AUSTRALIANS ARE THE LEAST PREPARED.
This INFOSYS Infographic, offers 3 optimistic signs and 2 concerns revealed by young people:
Note: EDUCATION IS FAILING TO KEEP PACED WITH THE WORKING WORLD
On the brighter side: a valuable message: To remain agile – PREPARE FERTILE, INQUISITIVE MINDS PREPARED FOR A LIFETIME OF LEARNING.
Might THE NEED TO REMAIN AGILE be relevant to us all, not just those we teach/train and aim to inspire?
So it’s finally happened…
The new Cert IV TAE (TAE40116) is here, and TAELLN411 Address adult language, literacy and numeracy skills is—finally—a core Cert IV TAE unit… now what?
In this post I’ll:
Provide some background of the ‘LLN story’ and its relationship with the Cert IV TAE
Highlight implications for:
vocational trainers and assessors
trainers and assessors of the Cert IV TAE
Suggest some ‘first steps forward’ for VET practitioners wanting to further develop their ability to address LLN skills in their own training.
First some history
I say ‘finally’ in my opening line above, because we’ve been waiting for LLN to become a core unit in the Cert IV TAE for a long time, now.
Statistics dating back as far as 1996 (SAL) tell us that the LLN skills of adult Australians could be better. Similar results in the 2006 Adult Language and Life Skills (ALLS) survey were a significant contributor to the development of a government endorsed policy: National Foundation Skills strategy for Adults. The policy introduced national skill level targets, and endorsed the role that vocational trainers have to deliver foundation skills.
When the TAE10 Training Package is revised in July 2014 all new and existing trainers will need to hold, or demonstrate equivalent competency for, the unit TAELLN401A.
This announcement sent the VET world into a LLN frenzy—RTOs smothered social media and other networks, falling over each other to offer the ‘mandatory’ LLN unit. Trainers and assessors around the country were duped into thinking that they had to attain this unit, now.
And then a funny thing happened… IBSA realised that its current LLN unit at that time—TAELLN401A Address adult language, literacy and numeracy skills—went beyond reasonable expectations for VET practitioners who were not LLN specialists. So, IBSA wrote a new unit—same title, different code. TAELLN411 is the current ‘LLN’ unit and does quite a good job (in my opinion) of describing reasonable expectations for how VET practitioners can address adult LLN skills.
We settled in and became accustomed to TAELLN411. We have known for some time that TAELLN411 would be added as a core Cert IV TAE unit when the TAE Training Package was next updated. But we certainly didn’t expect to take so long! It’s a relief to know it’s finally here.
So TAELLN411 is now a core TAE40116 unit—what are the implications for trainers and assessors?
The answer depends on exactly how you ask the question:
If your question is: Must trainers and assessors attain TAELLN411?
The answer is, ‘no’. In fact, contrary to all those media advertisements you’ve likely seen over the past two years, it has never been—nor is it now (as yet)—mandatory for qualified trainers and assessors to add TAELLN401 or 411 to their list of units held.
Currently the VET world is waiting for an announcement from COAG with information about whether or not trainers and assessors who are already qualified will need to ‘upgrade’ their qualification to meet requirements of the new—and tougher—TAE40116 Certificate IV in Training and Assessment.
If the decision is taken that trainers and assessors will need to upgrade, they’ll need to complete more than just the LLN unit. View the post, TAE40116 endorsed… now what? from the TAE Talks blog for details of the key differences between TAE40110 and TAE40116.
But if your question is: Should trainers and assessors attain TAELLN411?
In our opinion, the answer is a resounding ‘yes’! This unit—if delivered by a reputable RTO—is fabulous professional development for trainers and assessors working in any industry. I know that completing this unit has certainly made me a better trainer, because:
I am now far more aware of the foundation skills (including LLN) that my students need if they are to successfully complete my programs
I’m better at being able to uncover and isolate foundation skills and explicitly teach these as I teach workplace skills
It exposed me to endless possibilities and opportunities to keep learning how to address LLN skills in my vocational training… and I’m still learning!
Completing TAELLN411 is a fabulous way to get started building a realisation that LLN is everyone’s challenge, and we can make a positive difference to our students’ lives, even if we only work with them for a short time.
So where do I start?
Whether or not you have attained TAELLN411, we also recommend these resources as a way to refresh your thinking about how you can build LLN skills within your VET practice: