Modernising the apprenticeship model
As technology continues to challenge and disrupt all industries, mining sector employers increasingly require 'hybrid skilled' workers with specific skills and knowledge across various traditional skill domains to perform site-based roles.
This project explored ways to accelerate the development of skilled tradespeople without compromising quality, ensuring a closer alignment between the skills required and the training provided.
In partnership with the Minerals Council of Australia (MCA) and funded by the Department of Employment and Workplace Relations (DEWA), the project was part of the Mining Skills Organisation Pilot (MSOP).
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Apprenticeship proof-point assessments
Getting people into work faster, with the right skills for what they actually do.
Key outcomes of the work
A model was developed that focused on apprenticeships for heavy-duty diesel mobile plant mechanics, a role in strong demand in the mining industry.
Resources and assessments
A ‘modernised apprenticeship model’ was developed based on a series of occupational competencies and proof point assessments that could be used to assess apprentices’ knowledge and skills in a holistic, task-based way, at specific points across the apprenticeship period, including to:
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Ensure apprentices had the necessary knowledge and skills
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Identify transferable skills of people entering the resources industry
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Enable accelerated completion of apprenticeships while ensuring quality and confidence in the outcomes.
The Project Hub resulted in two key outputs:
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Planning for Success: A Guide to Support Quality Apprenticeships in the Resources Sector
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A series of eight proof point assessments and associated resources, packaged up for assessors and apprentices.
Standard achievements and proof point assessments
Activities linked to the Apprenticeships Project Hub included:
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Digital badging - Exploring the concept of using digital badges to reward and recognise the progress of learners towards standard achievement. This may also be useful within industry as there are roles within some partner companies that do not require all the knowledge and skill expressed in the standards that have been developed. Parts fitters are an example of such a role. For people in these roles, digital badging that recognises their specialist knowledge and skill may hold value.
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Proof point assessments - the proof point assessment developed in the apprenticeships project provided the final link in the qualification reform model proposed.
Changes to training approaches recommended by industry
The Project Hub gathered feedback during the development of the model, which is useful for future reform of apprenticeships training.
- It is important to use training to enable the learner to gain knowledge and skill and then practice the application of it in the workplace on a broad range of increasingly complex tasks.
- The length of the program must provide a sufficient range of experiences for the learner to develop confidence and accuracy in a broad range of repair and replacement tasks.
- The learner’s progression should be monitored by formative assessments with additional training and practice opportunities provided when necessary.
- Problem-based and project-based learning should support the development of the enabling behaviours documented in the occupational standard.
- Where the training provider does not have access to tools, equipment, plant, and machinery typically used in the workplace, they must establish a training approach that provides access to these resources through partnerships or a program that is workplace based.
- The use of simulation is acceptable for training when the simulation replicates the workplace or experience of the workplace. Technologies such as virtual reality may be used in this context.
