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SAMOAN

PROFESSIONAL STANDARDS

FOR

TVET TRAINERS

SECOND DRAFT

27 June 2014

Written by NPS Panel

Katrina Hunt

James Ah Fook

Susan Faoagali

Samoan National Professional Standards for TVET Trainers FINAL SECOND DRAFT 27 JUNE 2014

Table of Contents

List of Figures............................................................................................................................................................ 2Acronyms..................................................................................................................................................................... 3

INTRODUCTION......................................................................................................................................... 4

PURPOSE OF THE PROFESSIONAL STANDARDS FOR TRAINERS...............................................5

USE OF THE PROFESSIONAL STANDARDS FOR TRAINERS..........................................................7

PROFESSIONAL STANDARDS................................................................................................................. 81 PROFESSIONAL KNOWLEDGE................................................................................................................................10

Qualification, Vocational Competence & Experience.............................................................................11Teaching & Learning........................................................................................................................................... 13Laws & Policies....................................................................................................................................................... 14

2 PROFESSIONAL PRACTICE......................................................................................................................................15Planning, Presentation & Classroom Management................................................................................15Assessment............................................................................................................................................................... 16

3 INDUSTRY ENGAGEMENT.......................................................................................................................................20Provider:.................................................................................................................................................................... 21Students:................................................................................................................................................................... 21Industry and Economy:....................................................................................................................................... 21

4 PROFESSIONAL VALUES AND ATTRIBUTES.........................................................................................................22Equity, Justice and Inclusive Learning.........................................................................................................22Professional Development................................................................................................................................. 23Self-Reflection & Peer Feedback..................................................................................................................... 23Teamwork and Collaboration.......................................................................................................................... 24Ethical, Legal and Professional Conduct..................................................................................................... 25Student Privacy and Confidentiality............................................................................................................. 26

SUMMARY PROFESSIONAL STANDARDS FOR SAMOA’S TVET TRAINERS............................27

PROFESSIONAL STANDARDS MATRIX.............................................................................................29

PROFESSIONAL STANDARDS INDICATORS AND EVIDENCE SOURCE.....................................47

GLOSSARY.................................................................................................................................................. 58

List of Figures

Figure 1 Professional Standard Areas..............................................................................................10

Figure 2 Main Components of Assessment....................................................................................17

© Samoa Qualifications Authority 2014 of 60


Acronyms

CAT Certificate in Adult Education

ICT Information and Communication Technologies

ILO International Labour Organisation

NCS National Competency Standards

NPS National Professional Standards

PSET Post School Education and Training

RCC Recognition Of Current Competence

SQA Samoa Qualifications Authority

SQF Samoa Qualifications Framework

TVET Technical Vocational Education & Training

UNESCO United Nations Educational Scientific and Cultural Organization

VET Vocational Education and Training



Introduction

Technical Vocational Education and Training (TVET) is concerned with the

acquisition of knowledge and skills for the world of work. According to UNESCO and

ILO (2002), TVET is:

used as a comprehensive term referring to those aspects of the

educational process involving, in addition to general education, the

study of technologies and related sciences, and the acquisition of

practical skills, attitudes, understanding and knowledge relating to

occupations in various sectors of economic and social life. Technical

and vocational education is further understood to be:

a) an integral part of general education

b) a means of preparing for occupational fields and for

effective participation in the world of work

c) an aspect of lifelong learning and a preparation for

responsible citizenship

d an instrument for promoting environmentally sound

sustainable development

e) a method of facilitating poverty alleviation.

TVET in Samoa has a long history beginning with the formation of the Western Samoa

Polytechnic in 1993. Since that time there have been several TVET training institutes

set up in Samoa through religious and private organisations.

TVET is increasing important in Samoa due to the rapid economic, social and

technological changes happening in the country and across the region. The workers in

Samoa need more skills to participate and find work in the different sectors in Samoa,

particularly Hospitality and Tourism as a major export earner in Samoa.

TVET is increasingly being recognised as a significant step in Samoa’s success in

growth and development in all sectors. In addition, the incidences of natural

disasters has increased the awareness and understanding of the need to better

prepare ourselves for disasters but also to equip ourselves for rapid response and

recovery services.



The challenge is to achieve good results with limited resources. A vital element of

TVET that affects the outcomes of our TVET institutes is the quality of its trainers.

This document sets out the key areas required of a quality TVET trainer and outlines

the professional standards the trainers are required to meet.

Purpose of the Professional Standards for Trainers

Samoa Qualification Authority’s (SQA) mandate is to ensure consistent delivery of

quality training services across Samoa. This mission aligns with one of the main

priorities of the TVET Strengthening Program in Samoa, which is to improve the

capacity of training providers to deliver high level, industry led quality training. In

support of this program priority, SQA has established these internationally

comparable and stakeholder validated professional standards for TVET

Trainers.

These professional standards are applicable to TVET providers and trainers

delivering formal or accredited training. These standards are not written for

training providers who provide informal or non-accredited training, although they

may provide valuable information and benchmarks for organisations and facilitators

in this area of training.

Currently these standards are a guideline or recommendation to TVET providers

on appropriate criteria for trainers and quality training. In coming years this position

may change and these standards may became a mandatory requirement for the

delivery of formal training in Samoa. In the interim, it is envisaged that TVET

providers will use this framework to review their organisation’s practices and

implement these standards across their operations.

The professional standards listed in this guideline are generic in that they apply to all

trainers regardless of sector or level. They detail criteria for quality training and

assessment, recognising that quality student outcomes are closely aligned with

quality training practices. The standards focus on the professional knowledge, skills,

practices and attributes characteristic of three different levels of trainers:

1. Grade 1 - Trainer

2. Grade 2 - Training Designer / Developer

3. Grade 3 – Master Trainer & Mentor



The Grade 1 Trainer demonstrates basic skills in training and assessment and is

responsible for writing lesson plans, developing learning materials and basic

assessment items. The Grade 1 Trainer should have at least 2 years previous

experience working in the relevant vocational area. This Grade describes the basic

duties that should be performed by a staff member preforming training duties as well

as where professional growth should be targeted to progress them to the next Grade.

The Grade 2 Training Designer / Developer demonstrates higher skills and

responsibilities through designing and implementing courses. The Grade 2 Trainer

should have more than 2 years experience in the relevant vocational area. The Grade

2 Trainer performs all of the basic duties described in Grade 1 but is also able to make

significant contributions to the development of learning and assessment resources,

the development of delivery strategies and the review of current practices to identify

quality and future improvements.

The Grade 3 Master Trainer & Mentor is a highly experienced trainer who is able to

take a lead training role in the development and review of training programs. While

they still perform the duties listed in Grade 1 and 2 they are also able to lead, mentor

and support less experienced staff in the implementation of quality training

strategies. Trainers at this level will be responsible for designing training programs,

coordinating industry engagement and identifying suitable professional development

activities for trainers under their supervision. Master Trainers & Mentors will keep

up to date with relevant research and will be recognised by others as having high

level knowledge and skills in both subject knowledge and pedagogy/ andragogy.

To ensure consistency with other Samoan educational sectors and international

standards these Professional Standards have been developed by reviewing and

adapting a range of relevant professional standards to develop a guideline relevant to

the Samoan TVET sector. Standards referenced include:

1. Professional Standards and Performance Appraisal for Samoa’s Teachers

(Developed by the Ministry of Education, Sports and Culture)

2. The Philippine TVET Trainers-Assessors Qualification Framework (Developed

by the Philippine Technical Education and Skills Development Authority)

3. Private Training Establishment Registration Rules 2013 (Developed by New

Zealand Qualifications Authority)



4. VET Quality Framework (Developed by Australian Skills Quality Authority)

Use of the Professional Standards for Trainers

These professional standards can be used in a variety of ways to assist trainers and

training organisations to improve the quality and consistency of training quality,

thereby improving student outcomes. Listed below are some of the ways in which

these standards can make a positive impact on training:

1. Role Descriptions – These professional standards can be used by training

organisations to construct role descriptions for trainers within their

organisation. This role clarity can help guide staff performance, as trainers

will have clear expectations on roles, responsibilities and professional growth.

2. Self-Reflection and Self-Assessment – Trainers at all levels can use these

standards to reflect on their own performance and future development goals.

Trainers can assess themselves against these standards to determine where

they are meeting industry standards and where further development and

growth should be targeted.

3. Performance Appraisals and Feedback – These professional standards

provide valid and reliable criteria to monitor and evaluate trainer’s

performance and skill levels. Professional feedback conversations can be

structured using these professional standards as quality indicators. The

dialogue during these meetings will provide opportunities for reflection and

collaboration to promote professional growth.

4. Professional Development – These standards are a valuable tool which can

be used by trainers and management on an ongoing basis to determine

individual trainer needs and goals for ongoing professional development. In

consultation with the trainer, managers should use these standards to identify

strategies for professional growth and development in the short and long

term.

5. Career Pathways – These standards can be used for promotional purposes in

the career structure. Trainers seeking promotion can be appraised against the

listed criteria to determine their eligibility for a higher grade levels.



6. Quality Tool – These standards can be used as a framework of industry best

practice. This can assist a training organisation to review practices within

their organisation to identify areas for improvement and structure future

continuous improvement.

Professional Standards

The vocational trainer is in essence a dual profession in both their trade/ profession

and in the facilitation of learning. The effective trainer is focused on the best possible

outcome for all learners in their class and works proactively to ensure success. They

recognize and respect the diversity in their learners and seek to treat and value them

as individuals.

Teaching and learning in the vocational areas is challenging, exciting, supportive and

purposeful. It is focused on developing the learner’s capabilities to maximize their

potential and future opportunities. While the learners achieve success on their

programmes of study, the trainer’s goal is ultimately to ensure their learners are

best equipped for their next steps into work and employment and/or further

study.

Relevant work experience and contexts are fundamental to high quality vocational

education outcomes in Samoa. It is important that professional practice as a

vocational trainer is not bound by either the limits of the educational institute or by

the qualifications offered. Emphasis is placed on achieving the best possible

interactions and collaboration between the world of education and the world of work

and employment.

Digital and information technologies are becoming a way of life in Samoa and it is

vital that the trainer engage with these technologies as tools to support learning and

to provide access to content that is relevant to the learner. Teaching and learning

facilitation focuses on concepts, developing deeper understanding while at the same

time enhancing the learner’s attributes that will improve the chances of gaining

employment.

Vocational trainers today are expected to facilitate the education of their learners

through building on their existing knowledge, strengths and skills, as well as

negotiating between the learning environment and the work/employment



environment. Trainer’s assessment strategies are designed to foster learning and

build on evidence as the lessons progress. Effective trainers are highly skilled in

actively managing risks in learning through being open to new ideas, being able to

foster innovation and creating motivational learning opportunities.

A highly professional trainer is continually challenging themselves about their

own practice and looking for continuing learning. They understand self-reflection

and are able to use it in a systematic and evidence-based way to improve their

professional knowledge and practice. In addition they are also future-focused in

terms of their trade or profession. They have developed and nurtured a relationship

with their specific industry in Samoa and the Pacific Region to ensure the education of

TVET learners responds to the needs of the industry and is appropriate for current

and future developments in the vocational area.

Over the years individual organisations and associations have been established to

support specific industries such as the Plumbers Association, Samoa Refrigeration

Engineers Association and The Institution of Professional Engineers Samoa. These

bodies are a valuable source to the training institutes to build networks and

partnerships that progress the development of the workforce and the quality of the

TVET trainers.

These national TVET professional standards have been developed around four key

areas:

1. Professional Knowledge

2. Professional Practice

3. Industry Engagement

4. Professional Values and Attributes

These are illustrated in Figure 1, the quality Trainer has specific professional

standards within each of these areas.



Figure 1 Professional Standard Areas

These areas are based on the best practice in teaching and learning together with

specific vocational/ industry knowledge and experience and are essential for high

quality vocational trainers. Each professional area has its own set of professional

standards required to ensure that the vocational educational institutions as well as

individual trainers are able to monitor and appraise, while at the same time receive

professional development that is relevant to the needs of the trainer.

1 Professional KnowledgeThe area of professional knowledge involves the key elements required for successful

teaching and learning to take place; the trainer; the student; the content; and the

context. A quality trainer must have the knowledge of all these elements and the

processes involved between these elements to use a variety of strategies and

techniques to ensure the learner achieves the set goals.

To this end the professional standards incorporated in this areas are grouped under 4

sub-headings.

A. Qualification

B. Vocational competence & experience

C. Teaching & learning

D. Laws, policies and regulations.


TVET TRAINER

Professional Knowledge

Professional Practice

Professional Values & Attributes

Industry Engagement


The evidence used to demonstrate knowledge in these key areas will be found in the

qualifications held by the trainer and the years of experience and skills displayed by

the trainer.

Qualification, Vocational Competence & Experience

The qualification and vocational competence and experience standards reflect the

duel expectations of a TVET trainer, that they are qualified and experienced in the

education field such as the specific knowledge of the teaching and learning process;

as well as qualified in their related vocational field such as their specific trade (e.g.

electrical, plumbing, mechanic, hospitality) and have experience in the industry

workplace. The qualification and experience in both these areas are expected to

increase as the trainer progresses from Grade 1 to Grade 3 Trainer. Levels of

qualifications and experience are therefore reflected progressively higher for each

grade of trainer.

The educational qualification and experience required begins with a Level III

Certificate in Adult Teaching or equivalent qualification. Currently the Certificate

of Attainment in Adult Teaching (CAT) is offered by National University of Samoa

through the Oloamanu Centre for Professional Learning and Continuing Learning,

The Grade 2 Level Trainer standard is a Level IV Certificate in Adult Teaching or

equivalent. Currently the Certificate in Adult Teaching (CAT) is offered by National

University of Samoa through the Oloamanu Centre for Professional Learning and

Continuing Learning that is a Level IV certificate on the SQA Qualifications

Framework.

The Grade 3 Trainer is therefore expected to hold a higher qualification such as a

Level V and/or Level VI (Diploma level) in the educational field. In addition the

Grade 3 Trainer is expected to demonstrate specialist skills such as mentoring,

programme development and research that may be attained through specialist

educational seminars and workshops that are relevant to the trainer’s level of

responsibilities.

The Vocational Competence and Experience area is divided into two—number of

years working in the relevant industry and the qualification held by the trainer. The

basic requirement of being a TVET trainer is that they have experience and skills

gained from working in the industry for a number of years. The number of years



working in the industry begins with at least 2 years working in the industry and

progressively increasing as the grade of trainer also increases. The experience gained

from working in the industry will provide the trainer with a level of knowledge and

skills necessary to teach in the specific content area.

The second area for Vocational Competence and Experience is the trade

qualification that is held by the trainer. The underlying principle for this standard

is that the trainer is well informed and has the required skills to teach the content and

practical work required for a specific level. The standard is that the trainer holds a

level higher than the level they are teaching. For example, if a trainer is teaching a

Level I Certificate they are required to hold a Level II Certificate in the same area. This

ensures that the trainer has higher skills and knowledge than the level they are

teaching in with the aim that they are able to manage the course classes and learning

activities to a high standard.

The objective of this standard is to guarantee that the trainer is always working

towards improving their qualification as they also teach higher levels of

qualifications. There is acknowledgement that the attainment of this standard for

some Providers in Samoa may be challenging due to unavailability of some levels of

certificates and qualifications. In view of the situation in Samoa, the minimum

requirement is that the trainer holds the level of qualification that they are teaching.

However, it is important that the Provider has in place a strategy for their trainers to

gain the higher qualifications from overseas or from Samoan based providers at the

soonest possible opportunity.

To this end the process of meeting this, and other, professional standards is

integrated into the Quality Assurance process whereby a plan of action be included

that illustrates the Provider’s strategy and activities to progress towards meeting the

standard within certain timeframes. In this way both the Provider and trainer can

demonstrate that they are aware of their responsibility to progress towards meeting

this professional standard.

With the introduction of the National Professional Standards there is an opportunity

for individual training providers and industry to identify their worker’s training

needs (both educational and vocational) as well as to work together to source

relevant training and funding that will meet these needs on an ongoing basis.

Requests for the required and relevant types and levels of qualification can be



submitted to the current training providers based in Samoa and the Pacific region

(such as the National University of Samoa and the University of the South Pacific).

Partnerships between Industry bodies, Professional Associations and Training

Providers could also assist with the further training of the TVET trainers.

These are matters that each industry and provider can use the Professional Standards

as a basis for sourcing courses and funding. Partnerships between Industry bodies,

Professional Associations and Training Providers could also assist with the further

upgrading of TVET trainers.

Teaching & Learning

The Teaching & Learning standards are based on three areas of: theories of learning;

the student and; the course content such as the specific competency standards. The

underlying premise for these sets of standards is that the trainer has an

understanding and knowledge of the basics of these three key areas in teaching and

learning.

Understanding the theories of learning is key to making linkages with pedagogy and

andragogy, where teaching strategies are focused on adults learning and particularly

learning for vocational industry needs. The measurements of these standards are

found in evidence such as, lesson observation, learning resources, lesson planning,

application tests and the like.

Knowledge of how the student and their background affect the teaching and

learning process is included as a standard as it takes into consideration the cultural

context and the end result of the training courses. It is important for the trainer to

meet the needs of the individual students to ensure they reach their potential while at

the same time meeting the needs of the industry workplace and fulfilling the

competency standard requirements.

The third element of the Teaching & Learning standards is linked to possessing a

sound knowledge and understanding of competency standards specific for their

area. This is vital to ensure preparation and facilitation of lessons and courses are

based on the competency standards. The levels for this standard also increase in

complexity and expectation as the level of the trainer progresses in skills,

qualification and experience.



Laws & Policies

The last standard of the Professional Knowledge area is in the key area of

understanding the legal requirement involved in their vocational industry such as

health and safety regulations. This standard leads directly to the safety issues and

policies within a provider and their own training programmes and is linked to the

relevant industry and the distinctive requirements of the specialist workplace areas.

The different Grade Trainers have progressively more complex knowledge and

application of the laws and regulations related to their role and level of responsibility.

Trainers should engage in safe work practices, modelling safe work attitudes and

behaviours, training students in safe work practices, monitoring the safety of

students and taking necessary preventative measures in the training environment to

protect the wellbeing of students.

2 Professional Practice

To be a quality TVET trainer it is important to ensure that the trainer is able to carry

out and practice teaching and educating their students/learner in a professional

manner. This area involves four areas that are essential for effective teaching and

learning to take place, they are:

1. Planning

2. Presentation skills

3. Classroom Management

4. Assessment

Each area plays a vital role in the learner’s achievement and outcomes and therefore

is a key element to being a quality trainer.

Planning, Presentation & Classroom Management

The planning area involves the in-depth knowledge and experience of both the

content (vocational topic) and the teaching techniques that are available for their use.

It is vital that trainers prepare lessons in a professional and appropriate way,

considering a wide range of different temporal and organizational arrangements

(usual classroom lessons, object-lessons, on-the-job training, workplace based

lessons, training courses and level of qualification). In addition, the trainers should

know the social, ethnical and cultural living conditions of learners to be able to

promote each students individual development through the courses and programme.



The presentation skills required of the TVET trainer include teaching lessons in a

factual and professionally correct manner considering the wide range of different

sequential and organizational arrangements. To achieve student success the trainer

must give lessons and conduct learning sequences as planned; listen and respond to

learners’ questions and needs, and adjust their understanding of teaching concepts

where necessary.

Managing classrooms is a fundamental skill in teaching and learning but particularly

in the practical areas of vocational subjects. Managing physical and social learning

environments supports the students and their learning process.

Trainers must also be capable of managing classroom activities and preventing,

identifying and solving difficulties and conflicts, which occur during the education

process in classrooms and practical workshops. Trainers are expected to create a

safe, clean and caring learning environment, which promotes an active, co-operative

and self-determined way of learning, facilitating a high standard of learning

performance.

In line with the management of classrooms it is a fundamental requirement that all

trainers understand the importance of safety in the classroom and that they

incorporate safety in all areas of their work, including planning lessons, developing

learning materials and their own practice during workshop lessons. Most importantly

the management of practical workshops though the lens of Safety First is paramount

and cannot be underestimated by the trainer at any time.

Assessment

In Vocational Education and Training (VET) students are considered competent when

they are able to consistently apply their knowledge and skills to a standard expected

in a range of employment situations. Students are judged against National

Competency Standards (NCS) developed by industry to determine whether they are

competent. The National Competency Standards have been published by Samoa

Qualifications Authority and contain individual units of competency that include

essential informed needed to assess a student. This information includes:

1. Unit name and code

2. Pre-requisites

3. Learning outcomes



4. Performance standards

5. Required skills

6. Required knowledge

7. Suggested assessment methods

The below diagram shows the main components necessary to ensure that any

assessment decision is sound. Trainers conducing assessment use their expertise

and appropriate assessment tools to synthesise the evidence before them in a

systematic way and holistically relate it to the requirements of the NCS.

Figure 2 Main Components of Assessment

[Information adapted from the Guidelines for Assessing Competence in VET (4th edition) 2012. Department of

Training and Workforce Development, Western Australia]

Assessment evidence is used by an assessor to make a judgement about whether a

student is competent. Evidence collected may be:

Direct, such as demonstration of specific skills or oral questioning


Integrity of Assessment

Decisions

The Evidence Accurately Reflects- NCS requirements

- All four dimensions of competency

- Appropriate Samoa Qualifications

Framework alignment

Assessment abides by the Principles of

Assessment:- Valid

- Reliable- Flexible

- Fair

Moderation processes have been used such

as:- Internal assessor

meetings- Validation

- Participation in industry forums

Assessment procedures and

decisions are recorded, reviewed and

improved

Evidence abides by the Rules of Evidence:

- Valid- Sufficient- Current

- Authentic

Assessment reflects workplace

requirements


Indirect, such as written tests or assessment of qualities of a final product

Supplementary, such as references from employers or a completed log book

Competency comprises the following four dimensions, so it is important that all four

dimensions are assessed by the trainer:

1. Task skills – the capacity to perform tasks to the required standard

2. Task management skills – the ability to plan and integrate a number of

different tasks and achieve a work outcome

3. Contingency management skills – the ability to respond to irregularities,

breakdowns and other unanticipated occurrences

4. Job/role environment skills - the capacity to deal with the responsibilities and

expectations of the work environment including working with others

The NCS provide guidance on the types of evidence required and further information

may be gained through moderation and industry consultation. No single form of

evidence is better than another. Quality evidence is chosen because it is appropriate

for the student and the context of the competency. Evidence should also meet the

following four Rules of Evidence:

1. Valid – Addresses the performance standards, skills and knowledge as listed

in the NCS as well as the four dimensions of competency listed above

2. Current – Demonstrates the student’s current skills and knowledge

3. Sufficient – Demonstrates competence over a period of time or “repeatable

competence”

4. Authentic – Is the student’s own work (and this can be verified)

If students believe that they are already competent, they can choose to participate in

a Recognition of Current Competency (RCC) process. RCC is the term used to

describe an assessment process that formally recognises the competencies an

individual has acquired through formal or non-formal learning, work experience or

life experience. Diagnostic testing can be a useful tool in RCC processes, as this type

of testing assists in determining the current skills or knowledge of the student as well

as any gaps that may need to be addressed.

During the RCC process the trainer measures evidence provided by the learner

against the National Competency Standards that the learner is seeking recognition



for. RCC accepts and rewards skills and knowledge that have been achieved in a wide

range of ways such as previous study, previous or current work or life experience.

All assessments carried out by a TVET trainer need to comply with the four

Principles of Assessment. These principles, often called quality evidence, apply to

the assessment tools as well as the process used to conduct the assessment.

1. Validity – The assessment methods and tools reflect the NCS and the

assessment outcome is fully supported by the evidence gathered

2. Reliability – The assessment is consistent and accurate, that is, different

assessors would make the same assessment decision when judging the same

evidence

3. Flexibility – The assessment activity is adapted to suit the assessment context,

task and the student

4. Fairness – The assessment is fair when:

a. The student has a clear understanding of what they need to do in

order to achieve competence;

b. All students are expected to demonstrate the same level of

competence regardless of any individual differences such as culture,

religion, gender or disability.

c. Assessment methods are adjusted for particular students (such as

people with disabilities or cultural differences) to ensure the

assessment does not disadvantage them;

As listed above, an assessment must be fair for all students. For example,

Reasonable Adjustment may need to be considered for students with a disability

which may prevent them from completing certain activities. In cases such as this,

reasonable adjustments should be made to the assessment activity to ensure that the

student has an equal opportunity to demonstrate competency. Provided that the

adjusted assessment activity still results in the collection of quality evidence which is

sufficient for an assessment decision to be made, it is acceptable to adapt the

assessment strategy/tool to reflect the student’s needs or circumstances. A common

example of Reasonable Adjustment is providing exams in large print/font to assist a

student with vision impairment.

Assessment strategies should form part of a training organisation’s continuous

improvement processes, whereby assessment tools and processes are monitored and



improved as part of a systematic process. Two continuous improvement strategies

which can be adopted include moderation and validation, which can identify areas

for improvement and increase confidence in assessment decisions. Moderation

involves checking that an assessment tool abides by the Principles of Assessment and

the Rules of Evidence to enable reasonable judgements to be made as to whether the

requirements of the National Competency Standards have been met. Moderation can

be conducted by another trainer, by a group of trainers or with the assistance of an

industry representative. Assessment moderation facilitates the achievement of

consistent assessment outcomes and aids mutual recognition and portability of

qualifications.

Validation sessions are meetings held with other assessors to compare assessment

decisions made. They help assessors verify that the assessment techniques and tools

being used are giving valid results. This process can be the result of a student appeal

and can involve adjusting a student’s result if the judgements of the assessor have

been determined to be too harsh or too lenient. Similarly, validation can lead to

adjustments to student results if the assessment tools have been determined to be too

easy or difficult

3 Industry Engagement

Industry engagement is also referred to as partnerships, employer engagement and

more broadly as community engagement. Whatever the term used, industry

engagement for TVET is concerned with communication and the relationship

between key groups to ensure training activities meet the needs of the employers and

the economy.

Whilst not a new concept, workforce development is emerging as a priority

approach for supporting labour market development and thus it is having a

growing impact on the TVET sector and the sector’s engagement with industry.

Engagement can occur in a number of ways depending on the degree of interaction

and involvement a TVET provider wishes to have with its stakeholders. Providers

must decide on the way they wish to engage with their stakeholders to ensure mutual

benefits for all.

There are many benefits that flow from the effective industry engagement to the

providers, students, business, industry and economy.



Provider:

Staff remain abreast of the current relevant legal requirements and regulations

for their industry

Staff currency – through access activities such as ‘work attachments’ programs

and networking

Currency of courses

Increased flexibility and responsiveness

Increased revenue – through commercial training and consulting opportunities

Improved profile and positioning

Students:

Access to current and industry relevant skill development

Opportunities for flexible learning – on the job, mentoring, work placement, etc.

Graduates with skills in demand meaning improved employability

Business & Enterprise:

Access to advice and support on the TVET system and its functioning

Better utilisation of skills

Better utilisation of training budget

Access to relevant and targeted training

Improved productivity

Industry and Economy:

Improved productivity

Better workforce utilisation

More targeted training expenditure

Sustainable businesses and industries

Community development

It is recommended that all professional TVET trainers participate in the

equivalent of at least two weeks, or a combination of activities adding up to at

least 80 hours, industry currency annually. This industry currency can be a

combination of many different types of up skilling activities. These may include:

Working in relevant industry

Industry placements



Association memberships

Participation in Industry Advisory Panels

Gaining knowledge from guest speakers or industry experts

Conducting/attending field trips or site visits to relevant workplaces

Conducting research on industry trends and emerging technologies (websites,

newsletters, periodicals, supplier information)

Attending industry training or roadshows

4 Professional Values and Attributes

To ensure a professional and equitable training system it is essential that all trainers

develop and abide by professional values. Professional values incorporate many

facets of training and are very diverse. The below list provides a short description of

some of the most important values for trainers.

Equity, Justice and Inclusive Learning

The principles of access and equity ensures that training is responsive to the diverse

needs of individual clients including students who face barriers due to age, gender,

cultural difference, disability, language, literacy and numeracy, unemployment or

isolation. From a social justice perspective all learners should have equal access to

learning. Fair access to learning leads to fair access to work and community

participation. An inclusive training system is one based on social justice, where

students are not only accepted, valued and respected for their differences, but also

encouraged to develop new skills. Trainers are responsible for putting into practice

inclusive learning strategies which acknowledge the diversity of learners who have

different backgrounds, identities and aspirations which impact upon how they learn.

Trainers can use strategies similar to those listed below to embed inclusivity into their

daily training:

Understand that everyone learns differently

Empower students to achieve their potential

Ensure students feel connected, supported and valued as individuals and as a part

of a community of learners

Understand that learners bring existing knowledge and skills

Ensure that learning builds on the student’s existing capabilities to give them

confidence in their potential

Create an inviting and safe environment to learn



Use a variety of teaching methods

Seek feedback from learners

Help learners choose an appropriate learning pathway

Collaborate with experts when they need extra help

Professional Development

It is important that trainers continue to develop their knowledge and skills and they

understand the importance of continued learning and professional development and

in particular their importance to the development of Samoa as a nation. Trainers are

professions expected to develop the ability to understand their own learning, such as;

learning to know and learning to do.

Trainers should use individual and group, formal and non-formal training

opportunities on a regular basis to keep up-to-date with new professional

developments and work practices in vocational education, as well as digital literacy

and skills in the application of Information and Communication Technology (ICT).

Part of professional development is also to provide assistance by coaching and

mentoring colleagues, particularly student teachers and novices as well as self-

reflection, these are outlined in more detail below.

Self-Reflection & Peer Feedback

Actively self-reflecting and accepting feedback is a vital part of lifelong learning,

professional development and continuous improvement. Trainers should regularly

take time to reflect on their professional practice. This helps to develop insight into

what training and assessment strategies are most effective and allows trainers to use

what they learn from their students to improve their training in the future. Self-

reflection can take many forms, but many trainers may use a reflective journal to

reflect on their strengths and areas of possible improvement.

Peer and student feedback can assist self-reflection and personal development. Being

open to feedback can assist a trainer to self-reflect, alter their perception of a

situation and increase their capacity to grow, change and develop. Feedback can be

both positive and developmental in nature. Through discussions and interactions

with other trainers or management, trainers can identify their areas of strength and

limitation as well as draw on one another to find solutions to problems or share

resources.



Teamwork and Collaboration

Team work and collaboration not only helps a team achieve its goals but helps the

team and organisation develop and improve performance. Teamwork is an important

part of an effective workplace. Teamwork enables trainers to help each other

maximise performance and productivity. One of the main benefits of teamwork

within a training organisation is the ability to bring together differing points of view

to create a solution to an issue. This helps to see a situation from several different

angles, and can create a solution that no one individual could create on his own.

Collaboration is the act of working together to achieve a common goal. It is an

important element to any team. Different trainers can contribute their own

experiences and level of expertise to developing a training solution or creating an

effective finished training product. To collaborate effectively the team must be able to

communicate and share ideas, and there also needs to be a feeling of respect in place

for each team member's contribution.

Innovation

Innovation is about doing things in new or different ways. Innovation is critical to the

continuous improvement of training and the delivery of increased learning outcomes,

equity, cost-efficiency and student satisfaction. Students are increasingly seeking

training that meets their individual needs. This provides a great opportunity for

trainers to be innovative and make learning environments more exciting, challenging

and rewarding. Trainers can be more innovative by:

Embracing new technologies to transform training

Implementing new and improved training and assessment strategies

Rethinking goals

Learning from other innovators in training and education

Ethical, Legal and Professional Conduct

All trainers are expected to demonstrate the highest ethical and professional

standards when dealing with students, other staff and the community in general.

Such personal and professional integrity requires a trainer to:

Deal fairly and considerately with each student.



Abide by relevant legislations and regulations as well as with organisational

policies and procedures.

Protect students from conditions which will hinder learning or be detrimental

to the student’s health and security.

Avoid all forms of discrimination and harassment during training and

assessment.

Identify and handle the individual requirements of students with sensitivity.

Utilise appropriate forms of student discipline. A trainer must refrain from

any physical forms of student punishment or reprimands.

Present facts and information to students that is free from bias or personal

prejudice.

Not allow irrelevant personal or interpersonal factors to influence training and

assessment decisions.

Not use implicit power held by a trainer to unduly influence or coerce students

in a manner that would disadvantage the student.

Treat all co-workers in a just and equitable manner.

Understand and respect the values and traditions of the cultures represented

in the classroom and in the wider community.

Respect the principles of copyright and intellectual property when using or

creating learning resources (eg workbooks etc).

Abide by and promote, wherever possible, environmental standards and

sustainability principles such as pollution control and recycling.

Use employer assets and resources in an honest and accountable manner.

Student Privacy and Confidentiality

Privacy and confidentiality principles relate to the collection, maintenance, use,

archive and disposal of student records and information. Trainers must ensure that:

Students’ personal information is only used for the purpose for which it was

given

Student information is kept up to date, current and complete

Personal information is not disclosed unless the student has consented

They take steps to protect the personal information of students from loss or

unauthorised access or use

Personal information is destroyed in a secure manner



Summary Professional Standards for Samoa’s TVET Trainers


1.1. Qualification [1 standard]

1.1.1 Level and type of educational qualification

1.2 Vocational Competence and experience [2 standards]

1.2.1 Experience working in relevant industry

1.2.2 Vocational qualification relevant to training area

1.3 Teaching & Learning [3 standards]

1.3.1 Learning theories and pedagogy/ andragogy

1.3.2 How learners learn

1.3.3 Knowledge of subject and curriculum development

1.4 Laws, Policies & Regulations [1 standard]

1.4.1 Health & safety laws, policies and regulations

2 Professional Practice

2.1. Planning [4 standards]

2.1.1 Lesson and unit planning

2.1.2 Identifying varying student needs

2.1.3 High expectations of students

2.1.4 Use of ICT

2.2 Presentation Skills [3 standards]

2.2.1 Communication skills

2.2.2 Range of teaching strategies

2.2.3 Encouraging students to engage and ask questions

2.3 Classroom management [3 standards]

2.3.1 Safety

2.3.2 Physically safe environment

2.3.3 Socially safe environment

2.3.4 Practical equipment and materials

2.4 Assessment [9 standards]

2.4.1 Understanding assessment practices

2.4.2 Creating assessment tools

2.4.3 Moderation activities



2.4.4 Conducting assessments

2.4.5 Reasonable adjustments for assessments

2.4.6 Recording, monitoring and reporting

2.4.7 Student feedback

2.4.8 Validation

2.4.9 Reviewing and improving practices

3 Industry Engagement

3.1. Developing effective relationships with industry [3

standards]

3.1.1 Establishing industry connections

3.1.2 Maintaining networks

3.1.3 Collaborative exchange of information and ideas

3.2. Industry consultation to customise and contextualise

delivery [3 standards]

3.2.1 Industry input into program design

3.2.2 Industry involvement in program reviews

3.2.3 Verification of assessment strategies by industry

3.3. Skill development and currency of trainers [3 standards]

3.3.1 Enhancing and updating trainer skills

3.3.2 Identifying industry changes and trends

3.3.3 Understanding the current labour market

4 Professional Values & Attributes

4.1. Commitment to Equity [1 standard]

4.1.1 Equity and social justice

4.2. Critical reflection on practice [2 standards]

4.2.1 Self-Reflection

4.2.2 Constructive feedback

4.3. Commitment to professional development [1 standard]

4.3.1 Professional development in vocational and educational areas

4.4. Commitment to innovation [1 standard]

4.4.1 Innovative practices

4.5. Commitment to team work [1 standard]

4.5.1 Team work

4.6. Ethical practice [2 standards]



4.6.1 Ethical, legal and professional conduct

4.6.2 Privacy and confidentiality


Professional Standards Matrix

ELEMENTGRADE 1 Trainer

GRADE 2 Training Designer/ Development

GRADE 3 Master Trainer & Mentor

Definition

The Grade 1 Trainer demonstrates basic skills in training & assessment and is responsible for writing lesson plans, developing learning materials and basic assessment items. The Grade 1 Trainer should have at least 2 years previous experience working in the relevant vocational area. This Grade describes the basic duties that should be performed by a staff member preforming training duties as well as where professional growth should be targeted to progress them to the next Grade.

The Grade 2 Training Designer / Developer demonstrates higher skills and responsibilities through designing and implementing courses. The Grade 2 Trainer should have more than 2 years experience in the relevant vocational area. The Grade 2 trainer performs all of the basic duties described in Grade 1 but is also able to make significant contributions to the development of learning and assessment resources, the development of delivery strategies and the review of current practices to identify quality and future improvements.

The Grade 3 Master Trainer and Mentor is a highly experienced trainer who is able to take a lead training role in the development and review of training programs. While they still perform the duties listed in Grade 1 and 2 they are also able to lead, mentor and support less experienced staff in the implementation of quality training strategies. Trainers at this level will be responsible for designing training programs, coordinating industry engagement and identifying suitable professional development activities for trainers under their supervision.

TVET Professional Standards Panel of 60


Element Grade 1 Trainer should be able to: Grade 2 Trainer should be able

to:

Grade 3 Trainer should be able

to:

1.1

Educational

Qualification

1.1.1 Participate in or hold a

Certificate of Attainment for Adult

Teaching (as offered by National

University of Samoa) or and

equivalent Level III educational

qualification.

1.1.1 Participate in or complete the

Certificate in Adult Teaching (CAT)

as offered by National University of

Samoa or equivalent Level IV

educational qualification

1.1.1 Participate in or complete at

least a Level V qualification relevant

to educational training that

increases their skills as a Master

Trainer.

1.2

Vocational

Competence and

Experience

1.2.1 Substantiate at least 2 years

industry experience in the relevant

vocational area.

1.2.1 Substantiate more than 5 years

industry experience in the relevant

vocational area.

1.2.1 Substantiate more than 10

years industry experience in the

vocational area.

1.2.2 Verify that they hold a

vocational qualification at least one

level higher than the level they are

training.




training.




training.


1.3

Teaching & Learning

1.3.1 Demonstrate awareness of a

range of relevant theories and

research about learning and

pedagogy and andragogy.

1.3.1 Use practical and theoretical

knowledge of pedagogy, andragogy

and learning to design and adapt a

range of teaching, learning and

classroom management strategies

relevant to the student stages of

learning.

1.3.1 Work collaboratively with

colleagues to ensure teaching and

learning programmes and

classroom management strategies

are based on current research about

quality pedagogy and andragogy.

1.3.2 Demonstrate knowledge of how

students’ skills, interests, prior

achievement and social and cultural

influences affect their learning.

1.3.2 Demonstrate knowledge and

understanding of students’

backgrounds, their skills, interests,

and prior achievement, in a flexible

and responsive manner to meet

their learning needs.

1.3.2 Demonstrate and share a deep

understanding of how different

social, ethnic, cultural and religious

backgrounds can affect student

learning and assist others in the

developing programmes to meet

these needs.


1.3.3 Demonstrate sound knowledge

and understanding of the content and

the competency standard content

knowledge of the vocational area they

are required to teach.

1.3.3 Be sufficiently informed to

plan programmes and courses that

take into consideration the diverse

needs of student they teach. Apply

and use knowledge of the vocational

subject to plan meaningful and

engaging learning experiences that

are appropriate to the

student/learner level.

1.3.3 Use depth of knowledge and

experience to advise colleagues on

the style of teaching & learning

required for their diverse student

needs and that responds to the

needs of the vocational industry.

Demonstrate and share

comprehensive knowledge of

vocational skills and subject content

with other trainers and work with

them to plan exemplary lessons and

units of work.

1.4

Laws, Policies &

Regulations

1.4.1 Demonstrate understanding of

legal requirements, education and

institution policies, and relevant

vocational industry regulations,

including health and safety in their

own training programmes, courses

and lessons.

1.4.1 Work collaboratively with

others including colleagues and

Industry groups to contribute to the

implementation of workplace

policies and practices including

health and safety.

1.4.1 Promote collaboration and

work effectively with colleagues and

Industry groups to ensure

workplace policies and practices,

including health and safety

contribute to their institute

improvement.



Element Grade 1 Trainer will be able to: Grade 2 Trainer will be able to: Grade 3 Trainer will be able to:

2.1

Planning

2.1.1 Lesson design. Plan a variety of

lesson structures, learning strategies,

and appropriate resources both

within lessons and across a sequence

of lessons.

2.1.1 Course Design and implement

a variety of learning sequences

within and across a sequence of

lessons that are coherently matched

to learning goals related to the

National Competency Standards.

2.1.1 Programme design. Take the

lead and support colleagues in the

design and planning of effective

lessons and units of work to meet

the programme and course goals.

2.1.2 Identify varying student

learning needs and apply strategies to

maximise the learning outcomes for

all students.

2.1.2 Design and implement

learning experiences that

acknowledge and cater for

individual differences to enable

achievement for all students.

2.1.2 Demonstrate and share

theoretical and practical knowledge

of different approaches to learning

to assist all students to achieve.


2.1.3 Demonstrate high expectations

of all learners and respect and value

their individual needs and cultural

backgrounds.

2.1.3 Demonstrate high expectations

of all student, regardless of

individual differences and a

commitment to provide learning

opportunities to enable students to

achieve their potential.

2.1.3 Use expert knowledge to assist

colleagues to understand the

importance of high expectations of

students regardless of individual

differences and how to implement

strategies to extend the

achievement of their students.

2.1.4 Identify and use appropriate

information technology to support

the learning process.

2.1.4 Select and use a variety of ICT

resources to make content

meaningful to students to further

support their learning.

2.1.4 Support staff and share

expertise about ways to integrate

ICT into their classroom

programmes and courses to

enhance student learning.


2.2

Presentation Skills

2.2.1 Demonstrate good

communication skills through

providing clear directions in English

and Samoan, so that learning

outcomes and procedures & content

are clear to all students.

2.2.1 Demonstrate excellent

communication skills through the

use of English and Samoan language,

explanation of learning goals,

procedures, and content and

achievement expectations so all

students are able to fully participate.

2.2.1 Provide support and advice for

colleagues to enhance their use of

Samoan and English language in

providing clear communication to

their students.

2.2.2 Use a range of teaching

strategies to motivate and gain

student interest in learning activities,

through the use of questioning skills,

listening and responding to the needs

of the students.

2.2.2 Demonstrate ability to modify

their teaching in response to the

needs of the students, through the

use of high level questioning and

classroom discussion and by

listening to students as they share

their existing ideas and experiences.

2.2.2 Model excellent and

innovative teaching and learning

strategies in order to assist

colleagues to improve their teaching

strategies and classroom practice

through the use of quality

questioning techniques to extend

students’ thinking skills as well as

including students in the process of

learning.


2.2.3 Encourage students to share

ideas, ask questions and engage in the

learning activities through

engagement in classroom discussion

and group work.

2.2.3 Design and facilitate a variety

of purposeful individual and group

structures that encourage students

to share ideas and engage in the

learning activities to make content

meaningful and improve learning.

2.2.3 Model for colleague’s ways of

maximising learning opportunities

for student through the use of

effective learning activities in

groups or as an individual.

2.3

Classroom

Management

2.3.1 Engage Safety practices in all

areas of the classroom and practical

workshop space.

2.3.1 Ensure Safety practices areas

included in all areas of the planning

and implementing of all courses,

especially in practical workshop

space

2.3.1 Ensure Safety practices in all

aspects of planning and

implementing of Programmes are

to a high standard, guiding other

Trainers in Safety matters.

2.3.2 Establish a purposeful and

physically safe classroom

environment where procedures and

processes are in place to ensure

students practical learning activities

are carried out in a safe manner and

response actions have been set up.

2.3.2 Establish and maintain a

physical environment where

teaching and learning practical

vocational specific activities are

carried out where the health and

safety of the trainer and students is

paramount.

2.3.2 Model and promote a high

level of health & safety in all

programmes and courses and

support colleagues to maintain a

high level of vigilance during all

practical lessons and activities.


2.3.3 Use constructive approaches to

the social environment in the

classroom and the development of

respectful relationships between the

trainer and students, and between

the students.

2.3.3 Manage student behaviour and

engagement through purposeful

activities that enhance learning and

build respectful and supportive

relationships between students and

the vocational industry.

2.3.3 Model and promote a range of

class management strategies that

encourage student responsibility for

their own learning and assist

colleagues to establish a positive

social environment in their classes.

2.3.4 Establish and carry out

classroom procedures for ensuring all

equipment and materials used in

practical learning activities are

accounted for and maintained in good

working order.

2.3.4 Establish and maintain a

comprehensive inventory of all

equipment and materials used in

their courses, including the list of

consumables used for learning

activities, ensuring workshop

equipment is stored and maintained

to a high standard.

2.3.4 Work collaboratively with the

institute management, vocational

industry and colleagues to ensure

the workshop equipment and

materials used in the programme

and courses are current and

relevant to the workplace in Samoa,

including establishing and

maintaining a procurement and

maintenance plan.


2.4 Assessment 2.4.1 Apply sound assessment

practices to assess student

achievements in accordance with the

Principles of Assessment.

2.4.1 Apply a range of effective

assessment practices to assess

student achievements in accordance

with the Principles of Assessment.

2.4.1 Have extensive knowledge and

understanding of assessment

practices and provide advice and

assistance to colleagues on

conducting effective student

assessments in accordance with the

Principles of Assessment.

2.4.2 Write assessment items for a

lesson that meet the requirements of

the National Competency Standards.

2.4.2 Write assessment items for a

course that meet the requirements

of the National Competency

Standards and the required learning

outcomes.

2.4.2 Assist colleagues to develop

effective assessment techniques

that comply with the National

competency Standards. Plus

develop effective assessment tools

and strategies (for an entire

program) that comply with these

standards.


2.4.3 Participates in moderation

activities of assessment tools and

strategies.

2.4.3 Conduct moderation of the

assessment tools and strategies

developed by colleague trainers to

ensure the assessments meet the

Principles of Assessment, the NCS

and industry expectations.

2.4.3 Organise and facilitate team

moderation activities where

assessment tools and strategies are

reviewed for continuous

improvement opportunities.

2.4.4 Conduct a variety of

competency assessments (including

RCC) that comply with the Rules of

Evidence and produces both process

evidence and product evidence.

2.4.4 Create and use a wide range of

formative and summative

assessment tools and strategies

(including RCC) that comply with

the Rules of Evidence and produces

both process evidence and product

evidence.

2.4.4 Lead and coordinate

assessments including advising

colleagues on creating assessment

tools and conducting assessments

(including RCC) which comply with

the Rules of Evidence and produces

both process evidence and product

evidence.


2.4.5 Demonstrate sound ability to

identify where reasonable

adjustment needs to occur and

modify the assessment or learning

environment accordingly.

2.4.5 Demonstrate well developed

ability to identify where reasonable

adjustment needs to occur and

modify the assessment or learning

environment accordingly.

2.4.5 Assist colleagues to identify

reasonable adjustment

opportunities and develop effective

assessment solutions.

2.4.6 Keep accurate and reliable

records on assessment outcomes to

monitor and report on student

progress.

2.4.6 Review assessment records to

ensure accuracy and reliability of

information.

2.4.6 Advise and assist colleagues to

design and maintain effective

assessment records.

2.4.7 Give timely oral and written

feedback and feed-forward to

students.

2.4.7 Provide effective feedback and

feed-forward to students to

encourage them to reflect on own

and monitor their owning learning.

2.4.7 Model effective feedback and

feed-forward to ensure that

reflection and encouragement are a

consistent part of learning.

2.4.8 Participate in validation

activities where assessor judgements

are reviewed.

2.4.8 Conduct validation of other

trainer’s judgements as part of

quality control processes.

2.4.8 Organise and facilitate team

validation activities where assessor

judgements are reviewed as part of

quality control processes.


2.4.9 Gather and analyse assessment

information to identify progress and

meet the ongoing learning needs of

students.

2.4.9 Gather, analyse and use

assessment information to inform

planning and improve learning.

2.4.9 Use assessment information to

evaluate student achievement,

judge the effectiveness of training

and to improve future teaching and

learning.



3.1

Developing effective

relationships with

industry

3.1.1 Identify and establish

communication with relevant industry

employers.

3.1.1 Identify relevant industry and

community stakeholders and

establish collaborative working

relationships with them.

3.1.1 Ensure that the organisation

and individual trainers are regularly

establishing new industry and

community connections for

partnerships and collaboration.

3.1.2 Maintain regular and ongoing

communication with industry employers.

3.1.2 Maintain ongoing, productive

communication and collaboration

with industry and community

stakeholders.


and individual trainers are

maintaining networks and working

relationships with industry and

community stakeholders.


3.1.3 Establish relationships with

industry employers where two-way

exchange of information and ideas

occurs.

3.1.3 Establish exchanges of

information between the

organisation and relevant industry

and community stakeholders for the

purpose of guiding the development

of training and assessment

strategies.

3.1.3 Establish systems where the

organisation can collaborate with

industry and community partners to

exchange information and ideas to

contribute to quality training and

assessment strategies.

3.2

Industry

consultation to

customise and

contextualise

delivery

3.2.1 Use information gained from

industry consultation to design lessons

taking into account latest technology and

workplace techniques.

3.2.1 Use information gained from

industry and community

stakeholders regarding the required

skills of graduates to design courses

and programs taking into account

latest technology and workplace

techniques.

3.2.1 Provide guidance and training

to other trainers on how to

incorporate industry and

community requirements and

standards into the course/program

design phase.


3.2.2 Seek feedback from industry to

determine the success of lessons and

courses.

3.2.2 Seek feedback from industry

and community stakeholders to

analyse the quality of

courses/programs and to determine

job readiness of graduates.


has mechanisms in place to

regularly seek feedback from


stakeholders on the

programs/courses that are

currently or have been delivered.

3.2.3 Participate in stakeholder

consultation to ensure that

assessment strategies are industry

relevant and accurately measure

skills, knowledge and attributes of

students according to industry

standards.

3.2.3 Organise and conduct

stakeholder consultation to ensure

that assessment strategies are

industry relevant and accurately

measure skills, knowledge and

attributes of students according to

industry standards.

3.2.3 Mentor trainers to use

stakeholder consultation to evaluate

assessment strategies to ensure

they are industry relevant meet

current industry standards.

3.3

Skill development

and currency of

trainers

3.3.1 Enhance and update vocational

skills by participating in industry

currency activities such as industry

placement on an annual basis.

3.3.1 Enhance and update vocational

skills by participating industry

currency activities such as industry

placement and industry advisory panels

on an annual basis.

3.3.1 Participate in and assist other

trainers to identify and participate in

opportunities to enhance update skills

through appropriate industry currency

activities on an annual basis.


3.3.2 Use industry engagement to

identify changing industry standards,

expectations and technologies.


identify changing industry standards,

expectations and technologies and

incorporate this changes into future

program design.

3.3.2 Collaborate with other trainers to

ensure that training programs

accurately reflect current industry

standards, expectations and

technologies.


identify current labour market needs.


identify current labour market

needs and use this information to

ensure job readiness of course

graduates.

3.3.2 Review programs to ensure they

produce job ready graduates as per the

needs of the current labour market.

4. Professional Values & Attributes


4.1

Commitment to

Equity

4.1.1 Describe practices that show a

commitment to equity and justice and

each student’s right to develop their

full potential.

4.1.1 Interact with students in ways

that are positive, respectful, fair and

equitable to all students.

4.1.1 Model and share with

colleagues teaching and learning

practices that develop positive,

inclusive learning environments.


4.2

Critical Reflection on

Practice

4.2.1 Demonstrate awareness for the

need for ongoing reflection on their

training with a view to improving

their own practice and student

outcomes.

4.2.1 Critically reflect on their own

practice and use student data to

make changes to improve their

training and enhance student

outcomes.

4.2.1 Access relevant research and

use professional networks to reflect

on their own practice to continue to

build professional expertise.

4.2.2 Accept constructive feedback to

improve teaching and learning

practices.

4.2.2 Accept and offer constructive

feedback to improve teaching and

learning practices in the

organisation.

4.2.2 Contribute to the professional

development of colleagues by

providing constructive feedback

and support.

4.3

Commitment to

Professional

Development

4.3.1 Demonstrate knowledge of the

importance of ongoing professional

development/ learning throughout

their career as a TVET trainer, in both

their Vocational area and teaching &

learning area.

4.3.1 Demonstrate commitment to

ongoing learning by participating in

professional development/ learning

opportunities to improve their

competence in both areas of

vocational industry and skills as

well as professional practice as a

trainer.

4.3.1 Provide leadership in

professional development/ learning

in their institution and industry

community in addition to taking up

opportunities for their own

professional learning.


4.4 Commitment to

Innovation

4.4.1 Consider and contribute ideas

for innovative teaching and learning

practices.

4.4.1 Develop new and innovative

training strategies to improve

student outcomes.

4.4.1 Lead teams to develop, review

and implement new and innovative

training strategies to improve

student outcomes.

4.5

Commitment to

Team Work

4.5.1 Work as a team member,

supporting colleagues and sharing

resources and ideas for effective

practice.

4.5.1 Promote collaboration with

colleagues to improve teaching and

learning within the organisation.

4.5.1 Work closely with colleagues

and leadership teams to develop,

implement and evaluate policies

and practices that contribute to

organisational improvement.

4.6

Ethical Practice

4.6.1 Understands and abides by

ethical, legal and professional codes

of conduct.

4.6.1 Role models workplace

conduct that exemplifies ethical,

legal and professional practice.

4.6.1 Leads initiatives to ensure

staff understand and abide by

ethical, legal and professional codes

of conduct.

4.6.2 Applies the principles of student

privacy and confidentiality.

4.6.2 Implement systems that

protects the privacy of students and

keeps student’s personal

information secure.

4.6.2 Develop and implement

policies and procedures that

protects student confidentiality.


Professional Standards Indicators and Evidence SourceStandard Title Standard focus Indicator Evidence

1. Professional Knowledge (theory, qualifications and experience)

1.1 Qualifications 1.1.1

Level of educational

qualification

Type of qualification

Relevant knowledge and skills

from recognised training

/education qualification

List of non-formal training

Qualifications, transcripts or certificates of

formal training eg Certificate IV in Adult

Teaching or Certificate IV in Training

Certificates from non-formal training

1.2

Vocational

Competence &

Experience

1.2.1 Experience working

in relevant industry

Relevant skills and knowledge of

vocational area

Letters from qualified persons such as previous

employers

Resume

1.2.2 Vocational

qualification relevant to

training area

Qualification is one level higher

than the one being

taught/assessed

Qualifications, transcripts or certificates of

formal training in relevant vocation

1.3

Teaching &

Learning

1.3.1 Learning theories

and pedagogy &

andragogy

Application of pedagogical and

andragogical knowledge into a

lesson plan

Lesson plan

Learning resources


1.3.2 How learners learn Application of learning theories

into teaching strategies

Lesson plan

Lesson observation

Unit of work

Learning resources

1.3.3 Knowledge of subject

and curriculum

development

Able to transfer knowledge of

subject area to a curriculum/

unit of work, able to understand

the national competency

standards.

Qualifications, certificates and transcripts

Resume

Industry placements

Letter from technical expert eg past employer

Application test

1.4

Law, Policies &

Regulation

1.4.1 Health and safety in

the classroom

Able to transfer knowledge of

laws, policies and regulations to

classroom practices

Certificates, qualifications and transcripts

Letter from past employer

Lesson observation

Internal audit of learning environment

Standard Title Standard focus Indicator Evidence



2.1

Planning

2.1.1 Lesson and unit

planning

Confident in planning lessons,

units of work, and use of

resources.

Trainers notes in their workplan or lesson plan

or unit of work relating to development, delivery

and outcome of lesson/s.

Lesson plan

Learning resources

Unit of work

2.1.2 Identify varying

student needs

Is able to develop strategies to

meet different needs of students


or unit of work relating to identifying student

needs

Lesson plan

Learning resources and physical resources.

2.1.3 High expectations of

students

Students are motivated and want

to succeed.

Lesson plan includes a variety of activities and

motivational elements

Observation of lesson

Learner feedback

2.1.4 Use of ICT Computer literate, use of other

technologies in lessons



or unit of work relating to use of ICT.

Learner feedback and other trainers

Unit of work


2.2

Presentation Skills

2.2.1 Communication

skills

Confident in speaking English

and Samoan to ensure learners

understand the content and

processes



or unit of work relating to communication issues


Unit of work

2.2.2 Range of teaching

strategies

Confident in use of different

approaches to teaching that suit

the learners.

Confident in using different

resources and environments for

the learning process


Lesson plans

Unit of work



or unit of work relating to different teaching

strategies.

2.2.3 Encouraging

students to engage and to

ask questions

Confident in using a range of

questioning technique and

levels.


Learner feedback

Lesson plans


or unit of work detailing with student/trainer

challenges

Unit of work


2.3

Classroom

management

2.3.1 Physically safe

environment

Practical workshop/ classroom is

safe and all procedures are

followed


Room environment review (posters, rules)

Lesson plans

Notes on student file detailing student/trainer

challenges

2.3.2 Socially safe

environment

Confident in managing learner

behaviour and engagement


Feedback from learners and other trainers

Posters or lesson plan showing room rules were

discussed during induction

2.3.3 Practical equipment

and materials

Confident in managing practical

lesson, maintenance of

equipment, keeping a budget for

materials and equipment.

Proof of purchase and maintenance of

equipment and materials including inventory,

budget, receipts, maintenance plan, list of

suppliers

Inspection of equipment and materials on site

2.4

Assessment

2.4.1 Applying assessment

practices

Effectively applies knowledge of

assessment practices, principles

and theories.

Qualifications, certificates and transcripts

Record of professional conversation


2.4.2 Create assessment

tools

Is able to design quality

assessment tools that effectively

meet NCS and learning outcome

requirements.

Moderation of assessment


Review of student results

2.4.3 Moderation activities Participates in the systematic

moderation of assessment tools.

Moderation schedule showing when all units

were last moderated and when they are next due

for moderation

Records of moderation meetings detailing unit

being moderated and any changes

recommended

2.4.4 Conducting

assessments (including

RCC)

Confidently plans and conducts a

variety of assessment activities.

Observation of assessment


Review of student results

Validation of student assessments

2.4.5 Reasonable

Adjustment for

assessment

Implements reasonable

adjustment strategies during

assessment activities where

appropriate.

Observation of assessment

Validation of student assessments

Notes on student file detailing student

challenges and reasonable adjustments made to

assessment



2.4.6 Recording,

monitoring and reporting

Maintains accurate student

records to facilitate efficient

monitoring and reporting on

student progress.

Internal review of student records

Systematic sampling of student records to check

for accuracy of data

2.4.7 Student feedback Provides effective feedback and

feed-forward to students.


Review of student assessments showing written

trainer feedback

2.4.8 Validation Participates in validation

activities as part of quality

control processes.

Records of validation activities including

outcome of validation

2.4.9 Reviewing and

improving practices

Uses consolidated assessment

information to review current

practices and develop

improvements.

Copies of consolidated assessment reports

Minutes of meeting where assessment reports

and possible improvements where discussed



3.1

Developing

effective

3.1.1 Establishing

industry connections

Identifies and establishes new

connections with industry to

benefit the organisation.

Industry consultation records

Work diary


relationships with

industry

3.1.2 Maintaining

networks

Actively works to maintain


networks for the organisation.


Work diary

3.1.3 Collaborative

exchange of information

and ideas

Uses networks and connections

to seek information from

industry and community that will

assist future course design.


Work diary

Records of professional conversations

Minutes of meetings

3.2

Industry

consultation to

customise and

contextualise

delivery

3.2.1 Industry input into

program design

Uses industry and community

consultation to guide the

development of courses and

programs.



Minutes of meetings

Unit of work

3.2.2 Industry

involvement in program

reviews

Seeks feedback from industry and

community stakeholders as part

of the program review process.



Minutes of meetings

Unit of work

3.2.3 Verification of

assessment strategies by

industry

Uses stakeholder consultation to

check that assessments are

industry relevant.


Records of moderation activities

Records of validation activities


3.3

Skill development

and currency of

trainers

3.3.1 Enhancing and

updating trainer skills

Skills and knowledge are kept up to

date through industry currency

activities.

Professional development records

Work diary

Letters from industry

3.3.2 Identifying

industry changes and

trends

Changes to industry standards,

expectations and technologies are

identified and incorporated into

future program design.


Work diary


3.3.3 Understanding the

current labour market

Changes to labour market trends

and expectations are accurately

reflected in programs.


Work diary



4. Professional Values & Attributes

4.1

Commitment to

Equity

4.1.1 Equity and social

justice

Interacts with students in

accordance with equity and

social justice principles.


Lesson plans


Review of student outcomes


4.2

Critical reflection

on practice

4.2.1 Self-reflection Able to reflect on their own

practice to improve their

practices and enhance student

outcomes.

Records of professional conversations during

performance appraisals

Records of requests to participate in personal

development activities

Copies of self-evaluations

4.2.2 Constructive

feedback

Able to accept and offer

constructive feedback to enhance

teaching and learning practices.



4.3

Commitment to

professional

development

4.3.1 Professional

development in vocational

and educational areas

Participates in ongoing learning

in vocational competence and

professional practice as a trainer.

Records of training attended

Records of industry placements

Records of other personal development

activities



4.4

Commitment to

innovation

4.4.1 Innovative practices Is able to contribute to

innovative practices to improve

student outcomes.


Lesson plans

Minutes of team meetings



4.5

Cooperation with

colleagues

4.5.1 Team work Works effectively and

collaboratively within the team.

Feedback from peers

Observation of workplace behaviours

4.6

Commitment to

ethical practice

4.6.1 Ethical, legal and

professional conduct

Exemplifies ethical, legal and

professional practice in all

aspects of training and

assessment.

Feedback from peers

Feedback from students


Participation in ethics training

4.6.2 Privacy and

confidentiality

Abides by the principles of

privacy and confidentiality.


Records of training conducted on privacy and

confidentiality



Glossary

Andragogy – The process of teaching strategies focused on adults, engaging adult

learners with the structure of learning experience.

Assessment – The process of collecting evidence and making judgments on whether

competence has been achieved.

Assessment Items/Resources – Products designed to support the facilitation of the

assessment process. This can include tests, exams, observation checklists, marking

guides and practical projects.

Assessor – An individual responsible for the assessment of units of competency in

accordance with the National Competency Standards. In the vast majority of cases

the Assessor is also a Trainer.

Competence – The performance of particular tasks and duties to the standard of

performance expected in the workplace and as expressed in the relevant National

Competency Standard.

Competency Based Training – An approach to training that is not time based, but

instead focuses on what a student can do as a result of completing a program of

training or based on workplace experience and learning.

Contextualisation – Refers to the process of using industry or enterprise specific

information to make a qualification or unit of competency more relevant and

meaningful to learners and enterprises, while still abiding by the relevant National

Competency Standard.

Continuous Improvement – This process is an ongoing effort to improve products,

services or processes. Continuous improvements can be incremental improvements

over time or breakthrough improvements all at once.

Course – A group or cluster of lessons that cover a particular National Competency

Standard.

Diagnostic Testing – Measures a student’s current skills and knowledge for the

purpose of identifying a suitable program of learning and/or assessment.

TVET Professional Standards Panel of 60

Formative Assessment – A formative assessment is used to monitor student

learning throughout an instructional unit or competency and can be used to identify

where students are struggling and address problems immediately.

Industry Currency – The process whereby a trainer maintains and upgrades their

industry skills as well as their knowledge of industry practices, technologies, issues,

needs and priorities.

Intellectual property – Intellectual property rights are the legally recognised

exclusive rights to creations of the mind. Copyright is a form of Intellectual Property.

In education, intellectual property relates to the development and use of learning,

assessment and support materials.

Learning Resources – Products designed to support the facilitation of the learning

process. This can include workbooks, handouts, text books, Power Point

presentations and other relevant documents or learning aids.

Lesson Plan - A highly organized outline of the content, activities and assessments

to be covered in a class and how these will be scheduled and delivered.

Moderation – Moderation is a quality review process. It involves checking that an

assessment tool abides by the Principles of Assessment and the Rules of Evidence to

enable reasonable judgements to be made as to whether the requirements of the

National Competency Standards have been met.

National Competency Standards – National Competency Standards are the set

descriptions of skills and knowledge required for effective performance in the

workplace. NCS are approved by the relevant industry before being applied within

programmes of education and training that prepare individuals for work in a specific

industry or sector.

Pedagogy- The science and art of education. Its aims range from the full

development of the human being to skills acquisition.

Principles Of Assessment – The four principles of assessment are Validity,

Reliability, Flexibility and Fairness.


Process Evidence – Assessment evidence that shows that the student can follow the

necessary process to demonstrate competence. For example, the student may

demonstrate competence while the trainer observes.

Product Evidence – Assessment evidence that is based on the end product

produced by the student. For example, the student may submit a practical project

that they have built.

Program – A group or cluster of courses designed to cover all the competency units

listed in a qualification.

Reasonable Adjustment – Making changes to the training delivered or modifying

the learning environment to provide a learner with a disability the same opportunity

to perform and complete assessments as those without a disability.

Recognition Of Current Competence (RCC) – RCC replaced Recognition of Prior

Learning (RPL). RCC is a process where the learner or student is seeking to have

their current knowledge and skills recognised so they don’t have to repeat training.

Rules Of Evidence – The four rules of evidence are Valid, Current, Sufficient and

Authentic.

Summative Assessment – Summative assessments are used to evaluate student

learning at the end of an instructional unit or competency.

Trainer – Someone who provides theoretical and/or practical training within an

educational institution or in the workplace. In the vast majority of cases a Trainer

will also be an Assessor.

Unit of Work - The series of lessons that make up a unit of work that is linked to a

competency standard that leads to the programme of work that leads to the

qualification certificate.

Validation – Validation is a quality control process that brings assessment

judgements and standards into alignment.


table of contents - unesco-unevoc · web viewfor example, if a trainer is teaching a level i...

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