The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

access and analyse a broad range of policies that may impact on adult language, literacy and numeracy provision

identify impact that policy may have on the training organisation

implement response to the policy within the training organisation lead by the candidate

analyse and report on the effectiveness of the response to policy implementation within the training organisation

provide evidence of reflection on own practice.

Context of and specific resources for assessment

Assessment must ensure access to:

broad range of policies

opportunities to lead the strategy development and implementation of a response to policy within a training organisation.

Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.

Method of assessment

A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:

evaluation of documented evidence of a policy response by the candidate

review of applied projects

questioning to establish required knowledge

review of third-party report.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBRES801A Initiate and lead applied research.

Required skills

communication and presentation skills to:

collaborate and negotiate with others

interpret language that is highly nuanced

use language to influence others

computer skills to access policies and report

initiative and enterprise skills to:

identify opportunities through policy analysis

think broadly about a range of program options

literacy skills to:

read and evaluate complex and formal documents, such as policy and legislation

prepare written advice requiring precision of expression and language and structures suited to intended audience

planning and organising skills to:

collect, analyse and organise information

devise a strategy to respond to policy changes

take initiative and make decisions

problem-solving skills to propose solutions to policy changes

research skills to identify, access and analyse policy documents

teamwork skills to plan collaborative activity

Required knowledge

continuous improvement processes, systems and strategies

impact of policy changes on training organisations' operations

policy areas likely to impact on adult language, literacy and numeracy provision

range of ways adult language, literacy and numeracy provision can be implemented

relationship between adult language, literacy and numeracy skill development and program planning, including:

theories and models of adult language, literacy and numeracy skill development and how to apply them

how to analyse the English language, literacy and numeracy requirements of a range of education programs

how to plan, alone or with colleagues, programs that embed English language, literacy and numeracy skills

how to plan effective programs that incorporate opportunities to:

develop a range of appropriate transferable skills

meet the aims and learning needs of learners

relationship between international, federal, state and local policy related to adult language, literacy and numeracy provision

reporting frameworks, such as the Australian Core Skills Framework (ACSF)

roles of stakeholders in the implementation of policy

theoretical frameworks of adult language, literacy and numeracy

trends in education and training policy

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

education

employment

Indigenous affairs

industry

manufacturing.

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 bodies

networks from a range of training providers

policy directives from state training authorities

senior 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 peoples

certification requirements in specified industry areas, for example child care and aged care

commonwealth, state or territory legislation relating to occupational health and safety (OHS)

entitlement to English language provision based on immigration status

guidelines for labour market and employment initiatives

immigration regulations affecting categories of visa holders

National 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 organisation

determining application to the training organisation

determining effectiveness of current policy in light of new policy objectives

determining intent of policy

identifying 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 implementation

identifying stakeholders.

Relevant policies may be expressed in:

Acts

codes of practice

guidelines

procedures

regulations

standards.

Potential impacts of policy on training organisations may include:

administrative and reporting systems

alternative funding sources

cross-sectoral relationships

current and emerging markets

impacts on provision resulting from changes in funding arrangements

industrial relations

pedagogy

quality systems and processes

relationships with industry

roles 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 provision

changing organisation's provision in regard to adult language, literacy and numeracy

changing pedagogy

identifying and accessing resources

identifying possible funding sources

providing professional development to staff

responding to policy bodies on possible consequences of policy shift, and suggestions for revision if necessary

revising organisation's policies.

Organisational procedures may include:

who needs to be consulted

format of the advice, including level of detail

timeframe 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 activities

adult language, literacy and numeracy stand-alone programs, including:

full-time or part-time

accredited or non-accredited

distance delivery

on-site or off-site face-to-face delivery

resource development

recognition of prior learning (RPL) and assessment-only services.

Implementing strategy may include:

analysing guidelines to establish level and focus of provision

developing eligibility criteria consistent with policy

developing training and assessment plans sequenced to reflect the adult language, literacy and numeracy development of participants

identifying and accessing resources and materials

implementing administrative and reporting schedules

selecting accredited courses or developing non-accredited programs to meet participant needs

selecting participants for provision consistent with policy

working with other VET colleagues to implement adult language, literacy and numeracy strategy.

Stakeholders could be internal and external and may include:

administrative staff

enterprises

funding bodies

government departments

industry and community bodies

teaching staff

training organisation management

unions.

Plan for evaluation and review of policy may include:

criteria for policy implementation

outline of the intended use and consequences of policy implementation

personnel 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 implementation

implementation processes and procedures

interpretation of intent of policy

outcomes for learners

scope of implementation

staff knowledge of and adherence to policy.