Training Packages Session 2


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Training Packages Session 2

  1. 1. Training Packages <ul><li>Integrated sets of components providing specifications for training and assessment in the VET sector </li></ul><ul><li>Include benchmarks for nationally recognised training </li></ul><ul><li>Three main components </li></ul><ul><ul><li>Competency standards </li></ul></ul><ul><ul><li>Assessment guidelines </li></ul></ul><ul><ul><li>Qualifications framework </li></ul></ul>
  2. 2. Competency standards <ul><li>Contain the units of competency relevant to workplace performance in the industry, sector or enterprise </li></ul>
  3. 3. Assessment guidelines <ul><li>Set out the rules for assessment </li></ul>
  4. 4. Qualifications framework <ul><li>Provide the titles and codes of the nationally recognised qualifications contained within the Training Package and the packaging rules for qualifications </li></ul>
  5. 5. Clients <ul><li>A target learner group </li></ul><ul><li>An individual learner </li></ul><ul><li>A candidate for assessment </li></ul><ul><li>An enterprise or business </li></ul><ul><li>A group training company </li></ul><ul><li>A government department or agency </li></ul><ul><li>Internal clients, such as other personnel in your training and/or assessment organisation </li></ul><ul><li>Other organisations </li></ul>
  6. 6. Get to know your client <ul><li>Are they workers, school leavers, graduates, or special target groups? </li></ul><ul><li>Do existing workers have highly specialised skills and knowledge? </li></ul><ul><li>Do they have special needs? </li></ul>
  7. 7. Confirming your client’s needs <ul><li>Why does the client need your help? </li></ul><ul><li>What are the client’s requirements and priorities? </li></ul><ul><li>What are the client’s constraints? </li></ul><ul><li>Are there any other stakeholders? If so, who are they? </li></ul><ul><li>What is the target learner group for the training and/or assessment? </li></ul><ul><li>Where is the target learner group located? </li></ul><ul><li>What is the skill or knowledge that needs to be learnt and/or assessed? </li></ul>
  8. 8. Ways in which a training package can be used to meet a client’s particular purpose <ul><li>An AQF qualification or part of a qualification </li></ul><ul><li>Professional development </li></ul><ul><li>Career preparation </li></ul><ul><li>Career change </li></ul><ul><li>Compliance with regulations and legislative requirements </li></ul><ul><li>A learning program to meet a competency gap or need </li></ul>
  9. 9. A training package can be used to meet a client’s particular purpose cont…. <ul><li>An apprenticeship/traineeship </li></ul><ul><li>Development or modification of learning material </li></ul><ul><li>Generic skill development </li></ul><ul><li>Maintenance of currency </li></ul><ul><li>RCC/RPL </li></ul><ul><li>Organisational skill development needs </li></ul>
  10. 10. Client priorities and constraints <ul><li>Client expectations may be limited by a range of factors including: </li></ul><ul><ul><li>Timeframes </li></ul></ul><ul><ul><li>Available resources </li></ul></ul><ul><ul><li>Location </li></ul></ul><ul><ul><li>Costs </li></ul></ul><ul><ul><li>Legislative requirements </li></ul></ul><ul><ul><li>Organisational constraints </li></ul></ul><ul><ul><li>Interests of other stakeholders </li></ul></ul>
  11. 11. Customisation and Contextualisation <ul><li>There has long been confusion about the terms ‘Customisation’ and ‘Contextualisation’, and the two have often been used interchangeably. </li></ul><ul><li>Source: Training Packages at Work, Back to Basics vol.2 </li></ul>
  12. 12. Customisation and Contextualisation <ul><li>The distinction is between: </li></ul><ul><ul><li>The delivery of the qualification – contextualisation, and </li></ul></ul><ul><ul><li>The structure of the qualification – customisation </li></ul></ul><ul><ul><li>Customisation in Training Packages, is referred to as ‘packaging’ or ‘packaging rules’ </li></ul></ul><ul><ul><li>Source: Training Packages at Work, Back to Basics vol.2 </li></ul></ul>
  13. 13. Contextualisation <ul><li>A form of adaptation to take account of the needs of particular industry, enterprise or learners </li></ul><ul><ul><li>RTOs can contextualise units at delivery point by: </li></ul></ul><ul><ul><ul><li>Adding to the elements and/or performance criteria </li></ul></ul></ul><ul><ul><ul><li>Adding to the range statement </li></ul></ul></ul><ul><ul><ul><li>Adding assessment related information to the evidence guide </li></ul></ul></ul>
  14. 14. RTOs can contextualise units by: <ul><li>Adding specific industry terminology to the performance criteria as long as this does not distort or narrow the competency outcomes </li></ul><ul><li>Amending or adding to the range statement as long as the breadth of application of the competency is not diminished </li></ul><ul><li>Adding detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required, where the competency is expanded and not limited by the changes </li></ul>
  15. 15. Contextualisation <ul><li>Involves making the units more relevant to the user, but in doing this it is imperative that the standard is not changed or undermined </li></ul><ul><li>All Training Packages have rules about what can and can’t be done to contextualise the units </li></ul><ul><li>Changes to the number and content of elements and performance criteria are not acceptable </li></ul>
  16. 16. Customisation <ul><li>The clustering of units of competency for a specific need </li></ul><ul><ul><li>May form the basis of a specific training or learning program (different from the qualification outcome but may contribute to the qualification) </li></ul></ul><ul><ul><li>May be drawn from different qualifications or represent units drawn from two or more Training Packages </li></ul></ul>
  17. 17. Packaging Rules <ul><li>Set out the allowable combinations of units of competency for the purpose of creating an AQF qualification (these can be found in the introduction to the qualifications framework or in the qualification statements/information). </li></ul><ul><li>Are simple and flexible enough to give maximum choice </li></ul><ul><li>Ensure that the integrity of qualifications are retained </li></ul>
  18. 18. Qualifications <ul><li>Information about individual qualifications may include: </li></ul><ul><ul><li>Name and number of the qualification </li></ul></ul><ul><ul><li>The number of units to be achieved </li></ul></ul><ul><ul><li>A statement about the functional roles carried out by employees at this level </li></ul></ul><ul><ul><li>Industry core units </li></ul></ul><ul><ul><li>The name and number of core units to be achieved at this level </li></ul></ul><ul><ul><li>How many elective units may be selected </li></ul></ul><ul><ul><li>Rules governing the selection of electives at this level </li></ul></ul><ul><ul><li>Suggested Training Packages for importation of electives </li></ul></ul><ul><ul><li>Information about potential pathways </li></ul></ul>