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Uncovered: 7 Common TAS Problems, and How to Fix Them

February 5, 2020

John Price

John Price, Vet Gurus
5th February 2020

The Training and Assessment Strategy (TAS) has evolved over the years, from the Delivery and Assessment Strategy (DAS) in the early 2000’s, to a Learning and Assessment Strategy (LAS) some years later, until finally becoming the TAS we know today. There’s been plenty of new and updated regulatory requirements too, which RTOs have found difficult to keep up with, but must satisfy to remain compliant.

Today’s TAS has a dozen or more requirements. We’ve identified eight common TAS problems that can result in non-compliance, which you should be aware of when developing your own documents. Here’s a brief summary of each:

1. Entry requirements

Different cohorts can have different knowledge, skills, and experience levels. By stating these as entry requirements, learners have a better chance of achieving the qualification.

2. Assessment methods

When we define assessment methods in our TAS, it’s tempting to pluck them from a common range just to get the document done. But to remain compliant, we need to define the methods that we’ll actually be using, and list them with your delivery schedule to confirm when the assessments will take place.

3. Delivery of “standalone” units

Standalone units are training products in their own right. They may be Skill Sets, or individual units such as those required for licensing. Either way, they require their own TAS. A common issue with standalone units is determining the “amount of training” associated with them, with the 2015 standards (Clause 1.2 c) indicating a proportion of the full qualification to be used.

4. Amount of training vs volume of learning

Define the difference, and indicate the need for structured and directed learning if you want the hours to be counted towards “amount of training.” Remember that assessment hours don’t contribute to overall training hours. The amount of training is the time needed to prepare the learner for assessment.

5. Delivery schedule

Training and assessment activities must be arranged and communicated to learners, to help keep them organised, and assist with their success.

6. Industry engagement

Records of engagement outline how an industry has been consulted, to maintain currency requirements for trainers and assessors. They aren’t a TAS requirement, but discussion with industry experts can be a catalyst for creating a TAS in the first place.

7. Resources

To help learners gain the required skills and knowledge, you’ll need to identify and plan learning resources, human resources and physical resources, ensuring that nothing is missed.

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It’s critical to remind ourselves of the “strategy” part of the TAS. It sets the whole scene for a training product, serving as a living document that guides and challenges you to succeed. The TAS must answer every essential question needed to deliver excellent training, and be regularly reviewed and refined.

The above list has provided a brief overview of common Training and Assessment Strategy problems, but if you’d like to find out more, the VET Gurus will be exploring each TAS problem in detail in an upcoming webinar series called “Talking about the TAS.” We hope you can join us!

Helpful links

  1. 2019, “Volume of Learning—What you Should Know”, VET:eXpress

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