Peter Baskerville

Industry Professor in Vocational Education and Training. TAE Qualified teacher in Business studies at TAFE Qld. Developed content and delivered training on the Australian Vocational Education System to Teachers in China. Member of a Course Development and Accreditation Committee that created 'Vocational Graduate Certificate in Entrepreneurship'. Developed learning and assessment products for IBSA (A Skills Services Organisation)

VET Trainer – Feedback from industry and colleagues

4.3 Identify sources of feedback from industry, colleagues and learners to improve professional practice – TAEPDD401 In the evolving landscape of Vocational Education and Training (VET) in Australia, the continuous improvement of professional practice is essential for ensuring that training delivery remains relevant, effective, and aligned with industry standards. One key aspect of professional development […]

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Digital technology requirements for VET teachers, trainers and assessors

4.2 Identify digital technology requirements relevant to the role of VET teachers, trainers and assessors – TAEPDD401 In today’s rapidly evolving educational landscape, the integration of digital technology into Vocational Education and Training (VET) is not just beneficial—it’s essential. VET teachers, trainers, and assessors must be adept at leveraging digital tools and platforms to enhance

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VET trainer’s vocational competency and industry currency

4.1 Evaluate own vocational competency and industry currency in relation to meeting regulatory and other standards when working as a VET teacher, trainer and assessor – TAEPDD401 In the dynamic realm of Vocational Education and Training (VET) in Australia, the continuous improvement of training and assessment practices is essential for meeting the diverse needs and

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Unpacking Adult Learning Principles in Vocational Education

When Should Vocational Educators Apply Adult Learning Principles? Vocational education and training (VET) practitioners should apply adult learning principles whenever they are engaged in teaching or training individuals beyond the traditional school age. Adult learning principles, also known as Andragogy, are essential in recognising the distinct ways adults acquire knowledge and skills. The practicality of

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Understanding Adult Learning Principles in Australian Vocational Education and Training

Why Is Adult Learning Different in the VET Context? Adult learning within the Australian Vocational Education and Training (VET) system is fundamentally distinct from traditional education models that cater primarily to younger students. VET is specifically designed for adults, incorporating flexible learning strategies that acknowledge the mature student’s vast personal and professional experiences. Adults in

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Understanding Adult Learning Principles in Australian Vocational Education and Training

What are the core principles of adult learning in the VET context? Adult learning, or andragogy, includes several principles that recognize the unique characteristics and experiences of adult learners. Applying these principles in the Australian Vocational Education and Training (VET) sector is particularly important due to its focus on skill development and employment outcomes. The

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Understanding Adult Learning Principles in Australian Vocational Education and Training

How Does Adult Learning Theory Apply to VET in Australia? The Australian Vocational Education and Training (VET) system is designed to provide practical skills and workplace-relevant training. It aligns with the concept of andragogy, or adult learning theory, which suggests that adults learn differently than children. Adults are self-directed, bring life experiences to their learning,

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Understanding Adult Learning Principles: A Must for Effective Vocational Training

Why Is Understanding Adult Learners Crucial for Vocational Educators and Trainers? Vocational educators and trainers play a critical role in shaping the skills and competencies of adult learners, who are often looking to either enhance their current employment opportunities or pivot toward new career paths. Adults bring a diverse range of experiences, expectations, and motivations

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