This article highlights some of the myths and truths surrounding Training Packages.

Myth 1

All industry workplace supervisors must have Certificate IV in Training and Assessment Practice.

Truth: Industry workplace supervisors do not necessarily require the Certificate IV in Training and Assessment Practice so long as they work in partnership with a teacher or trainer who does. Enterprises need to ask themselves what their core business is. Is it training? If the answer is ‘No’ then the enterprise should stick to its core business and work collaboratively with someone whose core business is training. Enterprises know what they want their workers to be able to do; professional Trainer/Assessors know how to teach and assess them. The success of this kind of partnership relies on the parties having mutual respect for one another and sticking to what they do best. This does not mean that industry workplace supervisors cannot become qualified trainers and assessors; it simply means they do not have to.

Myth 2

All vocational education and training Trainer/Assessors should do return-to-industry placements.

Truth:Ideally Trainer/Assessors should be in the workplace alongside their industry colleagues, or at the very least engaging with their industry partners, on a regular basis. The skills required to work in an industry change all the time and change rapidly. Even if a Trainer/Assessor did a six-month industry placement, two years down the track their skills would be out of date again in many industry areas. Trainer/Assessors who assess workers while in the workplace become part of the workplace. They can observe the way things are done, make suggestions, ask questions, learn from one another—in a truly productive partnership ensuring that Trainer/Assessors will never be out of date.

Myth 3

Training Packages are not flexible.

Truth: Some Training Packages are more flexible than others. The translation of Training Package qualifications into learning programs and pathways requires interpretation. There are many examples of flexible Training Packages that have been customised to suit the specific circumstances of individual students.

For example, the Business Services Training Package allows students to choose four electives from other Training Packages. This would give the opportunity for a receptionist working in a veterinarian’s office to complete electives from the Veterinary Nursing Training Package. Similarly, a dental receptionist could complete units from the Certificate III in Dental Assisting. This level of customisation does require knowledge of other qualifications and their packaging rules. To go down this path means breaking out of the 'silo' mentality and seeking customised opportunities for the benefit of the business and the student.

Myth 4

Curriculum was more focused on education and was easier to interpret than Training Packages.

Truth:In order to develop a learning program, curricula also required significant interpretation, just as Training Packages do. Implementing Training Packages effectively requires strong educational leadership and professional development. Training Packages provide considerable room for interpretation in relation to delivery. It is up to educators to ensure they embed sound educational philosophy and practices, including key competencies, into the delivery.

Myth 5

High schools deliver inferior vocational education and training.

Truth:High school teachers are conversant with using frameworks as well as curriculum. They have knowledge equivalent to Certificate IV in Assessment and Workplace Training as a result of their teacher training, but recognise the need to keep up their skills to maintain industry currency. Individual schools and school districts have developed extensive quality systems to ensure they meet the requirements of the Australian Quality Training Framework. Many schools have developed delivery and assessment models where they work with registered training organisations and industry to deliver training programs that are valid and relevant.

Myth 6

The only value of vocational education and training in schools (including structured workplace learning) is in direct employment outcomes.

Truth:Vocational education and training in school programs can certainly complement industry recruitment and training practices. It is true that vocational education and training in schools is of great benefit to students in terms of employment prospects; but the benefits of these programs are far more diverse. School-based vocational education and training programs:

engage students through their relevance to the 'real world', and flexible delivery and assessment;

give students an insight into further education (the courses and learning options available post-school), thus enhancing their future decision-making, transition and retention.