Overview TAE50116 Diploma of Vocational Education and Training reflects the roles of experienced practitioners delivering training and assessment services, usually within Registered Training Organisations (RTOs), within the vocational education and training (VET) sector. This includes: Providing mentoring and guidance to new trainers and assessors designing approaches to learning and assessment strategies across a significant area within an RTO modelling advanced facilitation practice, and leading groups of other trainers and assessors. This qualification can be paired with TAE50216 Diploma of Training Design and Development to create a dual Diploma option, which will help graduates to expand their capacity and reach within the sector. Download Brochure TRAINING OPTIONS & PRICING: Recognition of Prior Learning » Blended Delivery » Self-paced Online Learning » Modes of Delivery Self-paced Online Learning using the Canvas learning management system. Recognition of Prior Learning is for experienced trainers and assessors who have evidence to support their current competence in the relevant units of competency which comprise the qualification. Blended delivery which uses a combination of Face-to-face sessions and the Self-paced Online Learning pathway. Please note: All Assessments regardless of the delivery mode chosen are submitted via MRWED online and are supported by our dedicated MRWED Learner Success Team. All participants will have access to mentoring from the MRWED Learner Success Team (LST) along with structured webinar-based tutorials and a comprehensive suite of resources with which to read/view/reflect and share. Key Outcomes Create learning strategies Develop effective learning resources Extend facilitation practices Design and develop assessment tools Practice leading and influencing other assessors Develop learner independence Identify how to best support candidates who have language, literacy and numeracy challenges Reflect on, and improve professional practice Collect, collate and analyse evaluation data Prospective students are encouraged to contact our Learner Success Team prior to enrolling if they are unsure of their practicum responsibilities. A summary of the practicum requirements is as follows: TAEASS501 – undertake at least 50 assessments, of at least 20 different candidates, against units of competency or other accredited courses. TAEDEL502 – show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners or in a different learning context. Additionally, the candidate must show evidence of feedback from at least two peers and 10 learners, and evidence of reflection on this feedback. TAEPDD501 – document, reflect and discuss with peers, evidence of feedback from at least 10 hours of facilitation practice and interviews with assessors covering at least the assessment of 10 candidates enrolled in VET programs. Pricing Single Diploma pricing: Blended Learning – $3500.00 Self-paced Online Learning – $3500.00 Facilitator-led Online Learning – $3500.00 Recognition of Prior Learning – $2000.00 *Subject to suitable evidence being provided for all units Dual Diploma Pricing: Blended Learning – $3900.00 Self-paced Online Learning – $3900.00 Facilitator-led Online Learning – $3900.00 Recognition of Prior Learning – $2400.00 *Subject to suitable evidence being provided for all units Payment Plans Fixed fees, no interest or charges ever. Payment plans are only offered to students who pay their own tuition fees. Payment plans are not available if a student is accessing funding. Six-Month Payment Plans You will receive one (1) invoice. Payments can only be made by EFT or direct deposit. Payments are to be made monthly. Twelve-Month Payment Plans Only available for fees over $1,000. You will receive one (1) invoice. Payments can only be made by EFT or direct deposit. Payments are to be made monthly. If you wish to commence a payment plan, please indicate your requirements (number of months and preference for payment frequency) via email when returning your Course Acceptance Letter. Students are encouraged to request a payment plan at the time of application. However, these can be entered into at a later date should circumstances change. Any queries regarding payment plans should be addressed to: email@example.com Certificates and/or Statements of Attainment will not be issued prior to full payment of all tuition, establishment, and administration fees. All Standard Terms and Conditions of MRWED Training and Assessment will apply. (See Participant Information Handbook for more details). Funding options MRWED Training and Assessment have partnered with Busy at Work for students who are eligible for assistance with funding. Before applying to study at MRWED Training and Assessment, students wishing to apply for assistance with funding must meet the criteria with Busy At Work and approach them directly on: Busy at Work – Phone 13 28 79 or email firstname.lastname@example.org If you are successful in securing funding, then please follow the guidelines below. If unsuccessful, please don’t hesitate to ask us about our Payment Plans options which may be of assistance. Please note Payment Plans are not available in conjunction with funding from Busy at Work. Payment plans are not available in conjunction with funding from Busy at Work. Busy At Work Apply for funding through Busy at Work. If confirmed eligible then begin the MRWED application process. Please notify MRWED that you are receiving Busy at Work funding. After your application for enrolment has been submitted, you will receive two documents from MRWED; A Learning Journey and a MRWED Course Acceptance Letter. After reading and signing this document please forward the following to:1. Course Acceptance Letter to MRWED Training and Assessment2. Learning Journey to Your Case Worker at Busy at Work You will receive an invoice from Busy at Work for your 50% co-contribution. Please ensure this is paid quickly to avoid delays in your enrolment. Please note: Co-contribution and Busy At Work invoices both need to be paid before the participant is enrolled with MRWED Busy At Work do not need to sign the Organisational Details on the back of the MRWED Course Acceptance Letter If the above process isn’t followed it will result in loss of your funding and delays to your enrolment and or commencement of training. If you are receiving funding through Busy At Work, you are unable to utilise Payment Plans through MRWED If your workplace has agreed to pay your co-contribution invoice, please discuss this with Busy At Work. Career Opportunities Use the Diploma of Vocational Education and Training to elevate your career within the industry and be ready to take on leadership roles within a Registered Training Organisation or similar. This could include: Senior Training Consultant Lead Assessor Training Coordinator Learning and Development Manager RTO Manager Course Structure There are ten (10) units in TAE50116 Diploma of Vocational Education and Training. These are divided into six (6) core units and four (4) elective units. These are outlined below. Core Units TAEASS501 Provide advanced assessment practice TAEASS502 Design and develop assessment tools TAEDEL502 Provide advanced facilitation practice TAEDES501 Design and develop learning strategies TAELLN501 Support the development of adult language literacy and numeracy skills TAEPDD501 Maintain and enhance professional practice Elective Units TAEASS503 Lead assessment validation processes TAEASS504 Develop and implement recognition strategies TAEDEL501 Facilitate e-learning TAEDES502 Design and develop learning resources TAEDES503 Design and develop e-learning resources TAEDES505 Evaluate a training program TAELLN411 Address adult language, literacy and numeracy skills TAELLN412 Access resources and support to address foundation skills TAELLN413 Integrate foundation skills into vocational training delivery TAETAS501 Undertake organisational training needs analysis The Learning Journey The Learning and Assessment Journey for MRWED Students In a competency-based training environment, which is centred on demonstrated competence against industry-defined standards of performance rather than strict course durations, students aren’t required to study for a specified number of weeks or months. Competency-based training is the concept that individuals learn at different rates as well as through different modes and different environments and that the skills and knowledge that a student has acquired previously are able to be formally recognised. We suggest leaving a few months between formal learning activities as a place to start when working out your schedule. For example, learners may find after attending a Face-to-Face session they are comfortable with the concepts and have great access to resources in the workplace therefore can complete those assessments more quickly than planned. The opposite is also true, learners may find the content is quite foreign and very new to them, they might not have had any previous experience with the theory and may take much longer to work through the activities and assessments. In some clusters learners may find it takes longer to simply coordinate the required support and access to others in order to complete a task. Whilst we structure the learning to guide our students through the program, the assessment work is self-paced therefore a specific time frame for completion is not stated. We provide up to 12months on an enrolment period to allow adequate time for a learner to complete the required work. We offer flexible scheduling options, so our learners have the choice to bring a cluster forward if they have completed quicker than expected or push one back if they are just not ready to move on the next topic yet within their 12month enrolment period. Please note, an administration fee may apply for non-attendance or late notice rescheduled sessions. Pre-Training Activities These activities are designed to prepare learners for the learning cluster to follow. When studying face-to-face, this includes, but is not limited to: Prereading viewing of video content research tasks self-preparedness reviews. When studying online the pre-reading is integrated into the “formal instruction” and will be completed along the journey. Face-to-face Learning These include group discussions, poster activities, presentations, responses to case studies, simulations, resource development, peer review, self-evaluation and have the opportunity to collaborate with other likeminded learners. Public courses are held in national MRWED Training and Assessment Centres in Brisbane, Sydney and Melbourne. Custom programs are available to be delivered on the client’s site or other suitable location. Face-to-face students are provided with a MRWED USB which contains a copy of all their courseware and assessments together with a range of pertinent documents to support them during the different clusters. This includes: Templates (e.g. session plans, learning programs, assessment plans, assessment tools, assessment instruments) policies and procedures for managing training and assessment arrangements, copies of sample units of competency together with their assessment conditions articles and videos for reflection tasks, as well as the bank for extension activities. Our MRWED Training and Assessment Centres have been developed to create a suitable practice environment that model conditions typically found in a traditional training and assessment environment. Self-paced Online Learning MRWED uses the online learning platform Canvas to host and coordinate training and assessment activities. Online students navigate through an integrated program of study that combines course content, learning activities, reinforcement tasks, extension exercises and reflections, as well as formative assessment. All the required materials and support documents will be available via their online portal. A MRWED LST Mentor will be available throughout the learning journey and will make regular deliberate contacts with the learner to support them through the program. Reinforcement and Extension Reinforcement activities are designed to strengthen the learner’s understanding of key content and enhance their skills required in the application. This includes: Structured webinars from the MRWED “VET Practice in Action” Series aimed at reinforcing learner understanding extension activities related to content covered in the formal instruction, selected from an activity bank aimed at reinforcing both knowledge and skill research tasks that enable learners to gain some further perspectives on pertinent content, dig deeper on important topics within a learning cluster or facilitate the collection of relevant resources to support the training and assessment journey practice tasks designed to build learner confidence and support their acquisition of competency. Reflection Tasks (Read/View/Reflect and Share) Each learning cluster has a suite of resources designed to both complement and extend learning. The learners are invited to read relevant articles, view videos and reflect upon the content in relation to the program and make comments on the implications for trainers and assessors. Assessment Tasks Formal assessment tasks are required to be completed by each learner. These are programmed after all the other required activities for a learning cluster have been completed. These tasks capture all the required components for each Unit of Competency and act as the summative assessment for the program. Detailed feedback is provided to learners post-submission and they are required to reflect upon this feedback, make changes where necessary and share thoughts with their MRWED Learner Success Team Mentor. Volume of Learning MRWED’s decisions about the duration of this qualification are aimed at balancing the candidates’ likelihood of success with maintaining the integrity of the required qualification outcomes. MRWED acknowledges that the amount of training provided by us is only part of the overall volume of learning and relates primarily to formal activities including participation in classes and extension tasks. The amount of training allocated for this qualification is based on the prior experience of each participant. Learners who have a lot of relevant previous experience may be able to complete the qualification in a shorter timeframe. However, those who are new to the profession are likely to need a longer time frame to achieve success and may also require additional support from our dedicated Learner Success Team throughout their journey. Learners should expect a duration between twelve months and two years to meet the requirements of TAE50116, which is consistent with the AQF volume of learning indicators for a Diploma qualification. Our published public schedules represent the instructor-led “contact time” for candidates choosing a face-to-face option. However, additional reading, research, project work and assessment activities will be required to successfully complete the qualification.