|
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. |
Training and/or assessment organisation refers to: | a Registered Training Organisation (RTO), i.e. an organisation registered to provide recognised training and assessment services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools an organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services an organisation that provides non-recognised training and assessment services |
Accredited courses | a training specification which has been accredited and which meets the AQTF - Standards for State and Territory Registering/Courses Accrediting Bodies |
Relevant personsmay include: | training managers/coordinators other managers/supervisors industry or organisational clients consultants colleagues other people who work for a training and/or assessment organisation personnel at national Industry Skills Councils (ISCs) industry experts industry networks/trainers/facilitators |
Training and/or assessment needsmay be: | an Australian Qualifications Framework (AQF) qualification an apprenticeship/traineeship a learning program to meet a skill/competency gap or need learning product development/modification delivery assessment professional development generic skill development maintenance of currency recognition of current competency/prior learning organisational skill development needs |
Clientmay include: | target learner group individual learners candidates for assessment business/organisation group training company government department or agency internal clients - other personnel in the training and/or assessment organisation |
Training Package/s and accredited coursesmay be sourced by: | using the Internet to access the National Training Information Service (NTIS) or Resource Generator purchasing copies from relevant ISCs purchasing copies from Australian Training Products accessing library facilities making inquiries of other personnel within the training and/or assessment organisation |
Endorsed componentsof the Training Package include: | units of competency Assessment Guidelines Qualifications Framework |
Exploredmay include: | reading, examining and interpreting content to identify relevance clarifying different parts of the Training Package or accredited courses and how they relate to each other knowing who to go to with questions about applicability/relevance to client needs understanding the terms, phrases and language used in the Training Package or accredited courses, and the style in which Training Packages or accredited courses and other VET documentation is written |
clarifying how competency standards in one Training Package relate to competency standards in other Training Packagesaccredited courses clarifying how modules in accredited courses relate to modules in other accredited courses identifying the underpinning language, literacy and numeracy requirements |
Additional sources of informationmay include: | Training Package and accredited courses support materials an Implementation Guide for the Training Package supplementary information produced by the relevant ISC learning resources and learning materials developed by the Workplace English Language and Literacy (WELL) program Training Package and accredited courses endorsement/accreditation information including review dates and status accredited courses accreditation information including target audience and expiry date |
/smay include: | developing a learning strategy for a Training Package and/or accredited courses qualification developing an accredited course based on competency standards from different Training packages, to meet a client need developing a traineeship/apprenticeship training plan developing a learning program undertaking delivery conducting assessment developing assessment tools undertaking validation developing learning resources/learning materials using the Training Package and/or accredited courses: as a project tool for coordination and management functions for human resource functions including recruitment, selection, performance management to support organisational change |
Qualifications frameworkis defined as: | the qualification outcomes of the Training Package or accredited courses which comprise meaningful combinations of competencies aligned to specific Australian Qualifications Framework (AQF) qualification titles |
Packaging rulesare defined as: | the grouping of units of competency into combinations for the purpose of creating an AQF qualification and may include: a core only model a core and electives model a core and specialisation model a core, specialisation and/or electives model an electives only model |
Experts and othersmay include: | other trainers/facilitators other assessors Industry Skills Councils (ISCs) staff Department of Education, Science and Training (DEST) and/or State/Territory Authority (STA) staff Australian Quality Training Framework (AQTF) auditors |
All parts of the competency standard format and structuremust include: | Elements Performance Criteria the Evidence Guide including: required knowledge and skills critical aspects of assessment (in the TAA04 Training and Assessment Training Package called requirements for the collection of quality evidence and specific evidence requirements) context and resource implications for assessment |
All parts of the accredited coursesmust include: | learning outcomes assessment criteria context and resource implications for assessment |
All parts of the competency standard and/or accredited module, format and structuremay include: | application section prerequisites industry sector overview of assessment methods of assessment products and processes that could be used as evidence integrated assessment/co-assessment relationships guidance information |
Dimensions of competencyinclude: | task skills task management skills contingency management skills job/role environment skills |
Relationshipsmay include: | identifying the performance requirements and how critical outcomes will be achieved clarifying the intent of each component the application of required knowledge and skills to work activities defined in the Performance Criteria the interrelationships between assessment requirements, the intent and focus of the unit and the Performance Criteria the integration of Employability Skills as part of the assessment process the interrelationship between the Evidence Guide and assessment in providing specific guidance to support sufficiency and validity of evidence |
The whole competency standardrefers to: | all parts of the competency standard, including dimensions of competency |