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| The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Policy environments may include: | community services economic reform educationemployment Indigenous affairsindustrymanufacturing. |
Policies may be accessed through: | advice in Training Packages Industry Skills Councils and state Industry Training Boards international, federal and state or territory government departments, regulatory and/or licensing bodiesnetworks from a range of training providerspolicy directives from state training authoritiessenior management. |
Policy may include consideration of: | commonwealth and state government policies and initiatives in a wide range of areas, including community development, economic policy, capacity building, and social welfare, such as:capacity building programs for Aboriginal and Torres Strait Islander peoplescertification requirements in specified industry areas, for example child care and aged carecommonwealth, state or territory legislation relating to occupational health and safety (OHS)entitlement to English language provision based on immigration statusguidelines for labour market and employment initiatives immigration regulations affecting categories of visa holdersNational Quality Council (NQC) guidelines and vocational education and training (VET) policy, including the Australian Quality Training Framework (AQTF)policy on levels of school (or equivalent) completion. |
Analysis of policy may include: | confirming relevance for implementation within the training organisationdetermining application to the training organisation determining effectiveness of current policy in light of new policy objectives determining intent of policyidentifying areas where policy has not been applied appropriately identifying implications for adult language, literacy and numeracy provision identifying relationships at the international, national, state and local levels between potential key stakeholders in VET policy development and implementationidentifying stakeholders. |
Relevant policies may be expressed in: | Actscodes of practice guidelinesprocedures regulationsstandards. |
Potential impacts of policy on training organisations may include: | administrative and reporting systems alternative funding sourcescross-sectoral relationships current and emerging marketsimpacts on provision resulting from changes in funding arrangementsindustrial relationspedagogy quality systems and processes relationships with industryroles and competency requirements of staff technologies. |
Actions to be taken may include: | applying for funding or responding to tender changing administrative and reporting arrangements changing adult language, literacy and numeracy provisionchanging organisation's provision in regard to adult language, literacy and numeracychanging pedagogy identifying and accessing resources identifying possible funding sources providing professional development to staffresponding to policy bodies on possible consequences of policy shift, and suggestions for revision if necessaryrevising organisation's policies. |
Organisational procedures may include: | who needs to be consultedformat of the advice, including level of detailtimeframe for decision making. |
Strategies may include: | adult language, literacy and numeracy integrated into community programs adult language, literacy and numeracy integrated into other VET programs adult language, literacy and numeracy integrated into workplace activitiesadult language, literacy and numeracy stand-alone programs, including:full-time or part-timeaccredited or non-accrediteddistance deliveryon-site or off-site face-to-face deliveryresource developmentrecognition of prior learning (RPL) and assessment-only services. |
Implementing strategy may include: | analysing guidelines to establish level and focus of provisiondeveloping eligibility criteria consistent with policydeveloping training and assessment plans sequenced to reflect the adult language, literacy and numeracy development of participantsidentifying and accessing resources and materials implementing administrative and reporting schedules selecting accredited courses or developing non-accredited programs to meet participant needsselecting participants for provision consistent with policyworking with other VET colleagues to implement adult language, literacy and numeracy strategy. |
Stakeholders could be internal and external and may include: | administrative staff enterprisesfunding bodiesgovernment departmentsindustry and community bodiesteaching stafftraining organisation managementunions. |
Plan for evaluation and review of policy may include: | criteria for policy implementation outline of the intended use and consequences of policy implementationpersonnel and their responsibilities policy implementation review process process to collect feedback on implementation issues strategy for consultation with relevant personnel timelines. |
Evaluation of policy implementation may address: | cost of implementationimplementation processes and proceduresinterpretation of intent of policy outcomes for learnersscope of implementation staff knowledge of and adherence to policy. |