This section will look at the differences between a training package and an accredited course and how they can be used to meet a client’s needs.
Training packages vs. Accredited courses
Training package Accredited course
Training packages are nationally recognised and
nationally endorsed by the industry skills councils (ISC).
Think of the Training Package as the “Guideline” under which the Training Program needs to be delivered. As long as the Elements, Performance Criteria, Required Skills, Required Knowledge and Critical Evidence are addressed, the person delivering the course has creative licence as to how they want to deliver the course. This is why there is so much variety in the training material that is offered and used by RTO’s to deliver Training Programs.
For example, units of competency, qualifications and skill sets all fall under a particular training package.
Accredited courses are also nationally recognised but have been developed by industry (e.g. RTOs) as a result of meeting training needs that may not be addressed by an existing Training Package. The course cannot duplicate existing qualifications and will not be accredited if the learning outcome can still be achieved by contextualising an existing Training Package.
Since, the structure of an accredited course is developed by industry there is limited information available on the training.gov.au website. When trying to research an accredited course you will need to find out which RTOs are
approved to deliver the course (there is a link available on the TGA website).
It is important to note that a Training Package is not the same as a Training/Learning Program. The Training/Learning Program is the actual course that is being delivered and includes the learning material, which has been developed by industry experts, the t rainer or the organisation running the training.
Industry Skills Councils Develop Training Packages
www.training.gov.au Administers Training Packages Registered Training
Organisations
Use Training Packages to develop their Nationally Recognised Courses
A Training Package can be used to meet a particular training purpose. These include but are not limited to:
• Using them as a basis for which to develop a learning program
• Using them to deliver the training program for Nationally Recognised Training
• Using them as professional development sources
• Meeting legislative and regulatory requirements
• To determine the Australian Qualifications Framework (AQF) qualification or part of a qualification
• Used as an opportunity to meet a competency gap
• For assessment purposes
• To determine whether a learner may be entitled to Recognition of Prior Learning (RPL) or Recognition of Current Competency (RCC) – more on this later in this chapter
The following information was adapted from the IBSA website on June 1, 2015. The section below explains the structure of a qualification and unit of competency.
Understanding a qualification structure
Understanding a unit of competency structure
Important - please note that some unit codes still bear a letter at the end of the code which indicates the version.
Understanding assessment requirements
Upcoming changes for training packages
From the 1st January 2016, the range statement will no longer appear in the training package. In addition to this, the evidence guide, critical evidence and assessment guidelines sections will be replaced by a new criterion called foundation skills.
Range Statement
Where bold italicised text is used within the Performance Criteria, it indicates that further information is detailed in the range statement. Assessment of performance is to be consistent with the evidence guide.
Evidence Guide
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 Evidence
The Critical Evidence indicates the critical aspects for assessment and the evidence required to demonstrate competency in the Unit.
Assessment Guidelines
The purpose of assessment guidelines is to ensure judgments being made by trainers, assessors and RTOs are valid, reliable, fair and consistent. Each training package will have its own set of assessment guidelines to help training practitioners determine whether the learner has met the competency standards.
Foundation Skills
The term ‘Foundation Skills’ are used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral
communication, numeracy and learning. Employability skills now come under a new framework called Core Skills for Work which incorporates skills such as problem solving, teamwork and digital literacy. Government Skills Australia defines Foundation skills as those core or essential skills we need to engage successfully in work and life.
Language
Is the tool we use to communicate with one another in many different situations and for many different reasons. Language involves speaking, listening, reading and writing.
Literacy
Is the ability to read and use written information; It means to be able to recognise, read and interpret workplace documents and signs, and write what is required in order to do your job accurately and efficiently.
Numeracy
Involves being able to carry out mathematical operations that may be part of one’s job. It includes knowing when to use maths, what maths to use, and how to do it.
Learning
Is the ability to assimilate new information to develop one’s knowledge and skills and to achieve learning objectives; Learner styles usually fall into one or more categories of Visual, Auditory or Kinaesthetic (VAK).
Therefore, a trainer will need to consider:
• The level of LLN skills required if a learner is required to explain something
• The reading ability of the learner where they need to be able to follow written instructions
• The numeracy skills required if a learner needs to be able to take measurements or calculations in order to perform their job well.
LLN issues can arise from varying reasons which include, but are not limited to:
• Language barriers for learners from non-English speaking backgrounds
• Barriers for people with a disability such as hearing impairment or visual impairment
• Learners who have left school at a young age
• Learners who are limited in their further training
Five simple steps you can follow to implement effective foundation skills training support;
1 Establish current core skills/level of performance of the individual or group
2 Clarify the core skills required in the work or training context and confirm the performance levels required
3 Map results against ACSF levels (as specified in the unit of competency) and identify the training needs
4 Link each of the five core skills to the relevant support resources
5 Determine and implement an appropriate learning and development plan
Source: www.governmentskills.com.au Methods to assist learners with difficulties include;
Reading
• Explain specifically what you want them to do
• Break the reading down into easily manageable chunks
• Discuss what the reading is about
• Use visual aids to support written texts
• Draw attention to the key words
• Provide simplified versions of the reading
• Provide large fonts if required
Listening and speaking
• Speak slowly and articulately
• Check they understand what is being discussed
• Give instructions in a logical sequence
• Provide practical examples
• Avoid using terminology they may not be familiar with
• Link the information to what they already know
• Encourage them to participate and ask questions
Writing
• If required, give verbal assessments to students who are not able to articulate in writing
• Give them only the essential writing tasks
• Highlight necessary phrases
• Highlight key words
• Explain specific terminology they may not be familiar with
Numeracy
• Provide accurate step by step instructions on performing calculations
• Allow them to use calculators
Qualification types
Each training package will have a number of qualifications that a learner can aspire to. For more information about each qualification below refer to the AQF 2013 document located in your Supporting Resources folder.
• Certificate I
• Certificate II
• Certificate III
• Certificate IV
• Diploma
• Advanced Diploma, Associate Degree
• Bachelor Degree
• Bachelor Honours Degree, Graduate Certificate, Graduate Diploma
• Masters Degree
• Doctoral Degree
When choosing a qualification or unit of competency, remember to check for any prerequisites or licensing requirements. If such requirements exist, then they must be observed.