Professional Development
Workshops, Seminars, Summits Master Classes, Webinars and Network Oppurtunities for training and education professionals

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Professional Development


Workshops, Seminars, Summits Master Classes, Webinars and Network Oppurtunities for training and education professionals

Read more >

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Insources has more than 10 years' experience helping organisations, RTOs, and individuals to deliver quality, industry relevant training, and maintain compliance in a highly regulated environment.

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Our flexible training programs are designed to develop the capabilities of trainers, quality and compliance professionals, managers, and CEOs leading RTOs.

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We bring together the most Vocational Education and Training (VET) practitioners and decision makers from across Australia. Each relevant aspect of the VET sector is covered in our events every year.

VET News

 

NCVER

Are we developing appropriate skills for the digital economy?

What skills will the Australian workforce require in the digital economy? Can the VET system and other industry training packages as they currently stand meet these needs?

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DEP EDUC

Government announces review of VET legislation

Assistant Minister for Vocational Education and Skills Karen Andrews yesterday announced a major review of the legislative framework governing regulation of the vocational education and training (VET) sector.

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New Self- Assessment Tool published by ASQA

ASQA has developed an online self-assessment tool for RTOs to monitor compliance against the Standards for RTOs 2015, support continuous improvement, and prepare for audit.

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New Users’ Guide to the Standards for RTOs now available

ASQA has released a new version of the Standards Guide to assist RTOs to understand their obligations under the revised Standards for RTOs 2015, and in line with the new ASQA’s audit model.

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Updated National Code of Practice for Providers of Education and Training to Overseas Students

The National Code of Practice for Providers of Education and Training to Overseas Students 2017 came into effect on 10 April 2017. The new code is simply an administrative update which adopts terminology consistent with the Education Services for Overseas Students Act 2000 (ESOS Act) as amended in 2015.

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Latest Posts

Is VET Trapped in The Capabilities Vs Performance Issue? Is VET Trapped in The Capabilities Vs Performance Issue? 02 Nov 2017 - Frequently, I encounter VET practitioners whose actions and comments indicate an assumption that building capability and enhancing performance are the same thing. Learning alone will not yield performance... More detail
Can VET Match Micro-learning Solutions? Can VET Match Micro-learning Solutions? 31 Oct 2017 - Using Skill Sets to meet industry needs. Vocational Education and Training must provide solutions and support individuals and industry in Vocational Preparation and Vocational Development (Continuous ... More detail

people happyToo many trainers still stand behind a podium, relying on content to drive learning. It's time for those trainers and instructional designers working in the Vocational Education sector to realise that content is not what drives learning in VET.

We don't teach content, we teach people. We teach people to achieve outcomes, to perform a job under industry standards.

Some factors to consider

Information overload. Students can watch speakers, read information sheets and research content at any time. Students need the interaction, the engagement and the experience.

Internet provides access to info graphics, case studies, blogs, podcasts, videos, tweets, about almost anything. As VET practitioners, we can make good use of them, but these publicly available resources will not make a relevant learning experience for our learners.

We live in the Information Age—and there's too much of it! For example, according to some estimates published by the Association for Talent Development (ATD), there are more than 120,000 books and texts on leadership development, with 3,000 more being published each year. We don't have a content problem; we have a filter problem. We must filter that content through the context of whom we're trying to connect with and teach.

Content is what we're pouring into people. Context is everything that makes those people unique. It's why they're doing the training: the conditions where they will be applying their learning, the expectations of their clients and workplace. It's their age, interests, attention span, engagement level and beliefs.

People learn in the silence. We learn in the pauses, reflection and meditation. Don't you have your best ideas when meditating, in the shower, while driving, or when falling asleep? We learn in the spaces in between life. We can't deliver lectures to learners anymore; that's not how people learn.

Content is only one part of the equation. VET programs should always be based around the learn-say-do-reflect model. It's about providing an experience. We can't teach someone to ride a bike or drive or how to use new technology without putting them on the bike or in the car or the device in their hands.

Attention-span deficit. We live in the digital era, where our mind switches on and off every 5 to 20 minutes. The average song you listen to is about three to four minutes. The average watching time of a YouTube video is three to five minutes. Any scene in a movie runs between a quick moment and no more than 15 minutes before switching to a new scene. It takes no more than 15 to 20 minutes to read any article in any paper. TED Talks are 18 minutes. Stories in the news last no more than a few minutes, unless they are documentaries.

We can't lecture or speak to learners (of any age) for more than 15 to 20 minutes at a time. Their attention will be gone after that. People start wondering what's next. They check their smartphones. They look at the clock.

Students need more space. Spaced learning is about engagement, conversations and one-to-one interaction. It's about exercises, simulations, demonstrations, and students teaching students. Spaced learning is about reflection, giving participants time during the session to turn their insights into actions.

After a training course, people are going back to their lives, their desks, their email and texts, or the next most important thing on the list, but not back to reflect.

VET programs must provide the framework to support student's learning, post training. We need to provide action plans, explain exactly what they need to do immediately to get to the next level, and how to progress. In other words, follow-through on promises made with the learning objectives.

VET is not about content because we don't teach content, we teach people. We facilitate learning experiences. That's what we do.

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