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Train the Trainer – ASEAN NATIONAL ASSESSOR

NTA 2.1. Train the Trainer – ASEAN NATIONAL ASSESSOR. Train the Trainer – ASEAN National Trainer. This Unit comprises two Elements : 1. Review essentials of vocational training delivery using ASEAN Toolboxes 2. Implement assessment of an ASEAN Competency Standard. Assessment.

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Train the Trainer – ASEAN NATIONAL ASSESSOR

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  1. NTA 2.1 Train the Trainer – ASEAN NATIONAL ASSESSOR

  2. Train the Trainer – ASEAN National Trainer This Unit comprises two Elements : 1. Review essentials of vocational training delivery using ASEAN Toolboxes 2. Implement assessment of an ASEAN Competency Standard

  3. Assessment Assessment for this unit may include: • Oral questions • Written questions • Work projects • Exercises • Demonstration of practical skills • Observation of skills • Report from Third Party

  4. Element 1 – Describe essentials of vocational training delivery using ASEAN Toolboxes Performance Criteria for this Element are: • Identify elements underpinning the Toolbox project • Define Competency Based Training and Competency Based Assessment • Characterise role of ASEAN national trainers and assessors • Detail structure of vocational training using ASEAN Toolboxes • Describe assessment-related elements of an ASEAN Toolbox

  5. Identify elements underpinning the Toolbox project MRA-TP model consists of: • The National Tourism Professional Board (NTPB) • The Tourism Professionals Certification Board (TPCB) • The Common ASEAN Tourism Curriculum (CATC) • The ASEAN Tourism Professionals Registration System (ATPRS) • The ASEAN Tourism Qualifications Equivalency Matrix (ATQEM) • The ASEAN Tourism Professional Monitoring Committee (ATPMC)

  6. Identify elements underpinning the Toolbox project Common ASEAN Tourism Curriculum (CATC): • Is the approved common curriculum for ASEAN Tourism Professionals • Concept is founded upon a number of initiatives, including the Vientiane Action Plan (VAP), ASEAN Tourism Agreement (ATA) and the Roadmap for Integration of Tourism Sector (RITS) • Is linked to the Regional Qualifications Framework and Skills Recognition System (RQFSRS).

  7. Identify elements underpinning the Toolbox project CATC: • Founded on six Labour Divisions – Front Office, Housekeeping, Food Production, Food & Beverage, Travel Agencies, Tour Operations • Supports and contributes to the development of a harmonized tourism education and training.

  8. Identify elements underpinning the Toolbox project Regional Qualifications Framework and Skills Recognition System: • Is the overriding educational framework for the ASEAN region • Comprises 52 qualifications from Certificate II to Advanced Diploma Level, spread across the six identified Labour Divisions • Based on 242 units.

  9. Identify elements underpinning the Toolbox project The nature and formulation of the RQFSRS means: • Focus on user needs • Flexibility in choice of units • Movement is possible between qualifications • Entry available at any level • QA is assured across countries.

  10. Identify elements underpinning the Toolbox project ASEAN Common Competency Standards for Tourism Professionals (ACCSTP): • Are ‘blueprints’ which support implementation of competency-based common ASEAN tourism programs • Are minimum requirements • Provide guidance on skills, knowledge, and attitudes required for participants to perform tasks identified for the six Labour Divisions at the defined standard for industry.

  11. Identify elements underpinning the Toolbox project The National Tourism Professional Board (NTPB): • Refers to the Board for Tourism Professionals composed of representatives from public and private sectors to be determined by the respective ASEAN NTOs • Has the function of quality control of the education and training system – the Common ASEAN Tourism Curriculum that delivers the qualifications recognized in the MRA.

  12. Identify elements underpinning the Toolbox project Responsibilities of NTPB: • Create awareness and disseminate information about this the MRA-TP • Promote, update, maintain, and monitor the ACCSTP and the CATC • Facilitate the exchange of information concerning assessment procedures, criteria, systems, manuals and publications relating to this MRA-TP (Continued)

  13. Identify elements underpinning the Toolbox project • Report its work progress to the ASEAN NTOs • Formulate and update necessary mechanisms to enable implementation of this MRA • Facilitate exchange of best practices • Such other functions and responsibilities that may be assigned to it by the ASEAN NTOs in the future.

  14. Identify elements underpinning the Toolbox project Tourism Professionals Certification Board: • Will apply national competency standards, assess and certify tourism professionals and also support the ASEAN Tourism Professionals Registration System • Every AMS will have a TPCB • One of the primary functions of the TPCB is to manage the day-to-day operation of the ATPRS.

  15. Identify elements underpinning the Toolbox project ASEAN Tourism Professionals Registration System: • Is a web-based facility, designed to register and disseminate details of certified ASEAN Tourism Professionals (ATPs) • Serves as a job-matching platform.

  16. Identify elements underpinning the Toolbox project ASEAN Tourism Professional Monitoring Committee (ATPMC) • Has oversight of the overall MRA-TP system • Consists of ASEAN NTOs and appointed representatives from National Tourism Professional Boards (NTPB).

  17. Identify elements underpinning the Toolbox project ATPMC’s responsibilities: • Create awareness and disseminate information about the MRA on Tourism Professionals within ASEAN • Promote, update, maintain and monitor the ASEAN ACCSTP and CATC • Notify promptly the TPCB upon receipt of feedback from NTPB, in case a foreign Tourism Professional is no longer recognised by the host country (Continued)

  18. Identify elements underpinning the Toolbox project • Facilitate exchange of information concerning assessment procedures, criteria, systems, manuals and publications • Report its work progress to ASEAN NTOs • Formulate and update mechanisms to enable implementation of MRA-TP • Other functions as assigned by ASEAN NTOs in the future • Resolve differences among AMS concerning interpretation or application of the MRA-TP and to settle them in an amicable manner.

  19. Identify elements underpinning the Toolbox project Recognition of Prior Learning: • Gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject • Also called ‘Skills Recognition Audit’ • Similar to ‘Recognition of Current Competencies’.

  20. Identify elements underpinning the Toolbox project The Regional Secretariat for the Implementation of the MRA-TP: • Was established through an agreement signed by all ASEAN Tourism Ministers on 30 December 2015 • Is stationed in Jakarta, Indonesia.

  21. Identify elements underpinning the Toolbox project Regional Secretariat MRA-TP functions: • To enhance awareness and provide capacity building on the implementation of the MRA TP including marketing and promotion of the services offered by the Secretariat • To develop, maintain and update the ATPRS including its database management and resources for implementation of the MRA (Continued)

  22. Identify elements underpinning the Toolbox project • To formulate, update and recommend the necessary mechanism including certification and assessment to enable the smooth implementation of the MRA-TP • To ensure effective and efficient use of human, financial and capital resources of the Secretariat • To perform such other functions and responsibilities that may be assigned to it by the Governing Council.

  23. Define CBT and CBA ‘Competency’: • Refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace • Includes separately or in combination: • ‘Knowledge’ • ‘Skills’ • ‘Attitudes’ (Continued)

  24. Define CBT and CBA • Covers all aspects of work performance and includes • Performing tasks • Managing tasks • Responding to contingencies • Dealing with workplace responsibilities • Working with others.

  25. Define CBT and CBA CBT: • Evolved from mid-1900s from America • Now recognised as best vocational training method • Emphasises ability to demonstrate competency as opposed to completing a training course/program.

  26. Define CBT and CBA CBT: • Requires ability to perform • Is not time-based • Measures outcomes against a Competency Standard • Is industry-relevant (Continued)

  27. Define CBT and CBA • Based on CATC for required skills • Includes concept of RPL • Incorporates learning strategies and materials via the Toolboxes • Uses RQFSRS as the system for recognition of skills and knowledge.

  28. Define CBT and CBA CBA: • There must be CBA for there to be effective CBT • CBA does not exist on its own • Results are ‘Competent’ or ‘Not Yet Competent’ not ‘Pass/Fail’ or percentage.

  29. Define CBT and CBA CBA: • Is a process of gathering evidence to make a judgement of competency based against a prescribed standard • Evidence/proof may be obtained from variety of sources such as: • Observations of work/actions • Reports from supervisors/others regarding performance • Sighting examples of work done.

  30. Define CBT and CBA To be ‘Competent’ candidate must demonstrate they can: • Perform at acceptable skill level • Organise required tasks • Respond/react appropriately when things go wrong • Fill a workplace role as required • Transfer skills/knowledge to new situations.

  31. Define CBT and CBA Overview of CBT and CBA: • Job analysis is basis of competency • Focus of training is performance of competency • Trainees have access to competency statements, standards required and assessment to be used • Assessment is appropriate to competency • Results related to competency achieved • Detailed records are maintained.

  32. Define role of ASEAN national trainers and assessors Common roles/responsibilities of trainer: • Being responsible to their employer • Being responsible to their students • Making delivery of quality training a constant objective and predominant priority • Organising instruction and demonstration (Continued)

  33. Define role of ASEAN national trainers and assessors • Conducting instruction and demonstration • Checking student/learner performance • Reviewing personal training performance • Finalising documentation • Growing training expertise • Liaising with Assessors.

  34. Define role of ASEAN national trainers and assessors Common roles/responsibilities of assessor: • Being responsible to employer for the work they do • Being responsible to students • Undertaking quality assessments • Organising assessments (Continued)

  35. Define role of ASEAN national trainers and assessors • Reading and digesting the Competency Standard for Units to be assessed • Gathering candidate characteristics • Confirming a safe environment for assessments • Liaising with Trainers (Continued)

  36. Define role of ASEAN national trainers and assessors • Liaising with other Assessors • Accessing, obtaining, preparing and/or and reviewing relevant assessment resources and assessment materials • Organising access to necessary equipment or physical resources required • Preparing every assessment session and item/s (Continued)

  37. Define role of ASEAN national trainers and assessors • Notifying candidates of assessment/s • Conducting assessment/s • Following the assessment plan • Briefing candidates on assessment/s (Continued)

  38. Define role of ASEAN national trainers and assessors • Ensuring assessments reflect training and assessment advice • Using appropriate assessment techniques • Applying suitable assessment techniques • Using clear and appropriate communication skills (Continued)

  39. Define role of ASEAN national trainers and assessors • Providing extra opportunities for assessment, where required • Liaising with Trainers following ‘NYC’ results • Maintaining assessment records • Reviewing personal assessment performance • Growing personal assessment expertise and experience.

  40. Define role of ASEAN national trainers and assessors Relationship needs to be characterised by: • Openness • Fact-based communication • Cooperation • Collaboration • Harmony • Mutual learning.

  41. Define role of ASEAN national trainers and assessors The relationship is important because: • Learner is reliant on both Trainer and Assessor • Assessor must know what learner is being taught • Assessor must only assess what is taught (Continued)

  42. Define role of ASEAN national trainers and assessors • Assessment needs to be based on delivery of training • Trainer may need to contextualise training and Assessor needs to be aware of this • May be need to share the same equipment/resources • Needs to be feedback between the two on a variety of issues.

  43. Define role of ASEAN national trainers and assessors Ways to create/maintain required relationship: • Communicate regularly • Set a meeting/communication schedule • Share information • Have an ‘open door’ policy • Acknowledge what the other person does.

  44. Detail structure of vocational training using ASEAN Toolboxes The requirements for development of competency standards were provided to William Angliss as needing to address: • Hotel Services – Restaurant Services • Hotel Services – Front office and Housekeeping • Travel – Travel and Tour Services.

  45. Detail structure of vocational training using ASEAN Toolboxes Curriculum Framework required to be structured across six Labour Divisions: • Food production (FP) • Food and beverage service (FB) • Front office (FO) • Housekeeping (HK) • Travel operation (TO) • Travel agencies (TA).

  46. Detail structure of vocational training using ASEAN Toolboxes Unit Titles: • There are 242 across the 6 Labour Divisions • Some are specific to only one Labour Division • Some apply to more than one Labour Division • Some apply to all Labour Divisions.

  47. Detail structure of vocational training using ASEAN Toolboxes To access list of Unit Titles and all ASEAN resources: • Go to www.ATPRS.org • The ASEAN Mutual Recognition Arrangement on Tourism Professionals (MRA-TP)

  48. Detail structure of vocational training using ASEAN Toolboxes There are 52 qualifications across the six Labour Divisions ranging from Certificate II to Advanced Diploma as follows: • FB – 9 qualifications • FP – 10 qualifications • FO – 5 qualifications • HK – 5 qualifications • TO – 12 qualifications • TA – 11 qualifications.

  49. Detail structure of vocational training using ASEAN Toolboxes Certificate II/Cert II/Cert 2: • Certificate II represents a base operational qualification encompassing a range of functions/activities requiring fundamental operational knowledge and limited practical skills in a defined context.

  50. Detail structure of vocational training using ASEAN Toolboxes Certificate III/Cert III/Cert 3: • Certificate III represents a qualification of the skilled operator who applies a broad range of competencies within a more varied work context, possibly providing technical advice and support to a team including having team leader responsibilities.

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