Analyzing VET Competency Standards

The assignment involves a deep analysis of Australian Vocational Education and Training (VET) competency standards. Researchers examine the standards' language, literacy, meaning, and numeracy requirements, identifying the dimensions of competency they encompass. Connections between competency standards and accredited courses are analyzed to develop effective applications for clients. Experts provide guidance where needed for interpretation, and the findings are documented in a report.

Assessment One – Written
Questions
For each question, you must record your written response in the space provided.
Q1. According to the Standards for Registered Training Organisations (RTOs) 2015, explain what is
required of RTOs for each clause below.
Clause Explanation
Clause 1.1:
In this particular clause of RTO’s training and assessment strategies and practices, the
amount of training provided are included with the requirement of training packages
and the Vocational Education and Training course. These enable the learners to meet
with the necessary requirements for every unit of skill or module in which they get
admitted.
Clause 1.2:
For the purpose of this particular clause, the Registered Training Organizations or the
RTO identifies the amount of training that will be provided to all the learners who
have enrolled for the course. The training will help them to use their previous skills,
experience and knowledge with the appropriate mode of delivery. But in this case,
the total qualification is not delivered rather the number of units or modules that are
provided in the training are presented as the proportion of the total qualification.
Clause 1.3:
The RTO in all cases of scope for registration along with the consistency in training
and assessment strategies help the trainers and the assessors to deliver sufficient
training and assessment. Educational and support services are also provided to cater
to the needs of the learners who has enrolled for the training and assessment course.
The learning resources help the learners to satisfy with the requirements of each unit
of skills and those that are available to the learner despite the location or mode of
delivery. There are actual or virtual facilities and tools that help in accommodating
and supporting each of the learners who are going to participate in the training and
assessment course.

Clause 1.4:
This particular clause highlights on the requirement that is specific to the training
package or the VET course. (Agostino 2015)
Clause 1.13:
This particular clause of RTO’s training and assessment can be delivered only by the
specific person who is skilled in vocational training and have the ability to deliver and
assess. The learners should get the benefit of current industry skills by making the
training and assessment relevant and informative.
Q2. Complete the table by describing the role and responsibility of each organisation. You must
provide the website link for each organisation.
Organisation Explain as per the instructions above
Council of Australian
Governments
(COAG):
Role
The role is to commence, expand and observe the
implementation of policy changes that are nationally significant
and requires cooperation from the Australian governments.
Responsibility This peak intergovernmental forum has the responsibility of
protecting people’s natural rights.
Website https://www.coag.gov.au
Australian Industry
and Skills Committee
(AISC):
Role
Their role is to advise the commonwealth and state industry and
skills ministers on the implementation of national vocational
education and training policies. Another role is to approve
nationally recognised raining packages for implementation in the
VET system.
Responsibility Their responsibility is to develop training packages which cater to
the need of the Australian industry.
Website https://www.aisc.net.au

Industry Reference
Committee (IRC):
Role Their role is to promote the advantage of vocational education
and training in the industry sectors.
Responsibility
They are responsible for boosting the development of training
packages to meet the present and the upcoming needs of the
industry. (Anlezark and Foley 2016)
Website https://www.aisc.net.au/ircs
Skill Service
Organisation (SSO):
Role
Their role is to provide secretariat services, travel and
accommodation support, prepare documents on skills forecast
and proposed work schedule.
Responsibility Their responsibility is to assist in the development and review of
the training packages.
Website https://www.aisc.net.au/content/skills-service-organisations
Australian Skills
Quality Authority
(ASQA):
Role Their role is to build up the present quality and ensure greater
consistency in Australia’s VET sector.
Responsibility
Their responsibility is to regulate courses and training providers
are ensured that the nationally approved quality standards are
fulfilled.
Website https://www.asqa.gov.au
Registered Training
Organisation (RTO):
Role Their role is to deliver vocational education and training services.
Responsibility
Their responsibility is to result in the qualification or statements
of achievement that are identified by the industry and other
educational institutions in the country.
Website https://www.asqa.gov.au/about/australias-vet-sector/about-rtos
Australian
Qualifications
Framework (AQF):
Role
Their role is to integrate qualifications from every sector of
education and training into a single national qualification
framework.
Responsibility Their responsibility is to supervise that the learners are applying

their knowledge and skills to depict independence in a stable
context.
Website https://www.aqf.edu.au
Q3a. What is the volume of learning as defined by the AQF? Your response must be approximately
50 words in length.
The volume of learning as defined by the AQF is that it is the dimension of the complexity of a
qualification. It is used along with the level criteria and qualification type descriptor in order to recognise
the breadth and depth of the learning outcomes of a qualification.
Q3b. Complete the table below based on the following qualifications. Use the Australian
Qualifications Framework 2013 document for assistance.
Qualification type Complete as per the instructions above
Certificate III:
Relevant AQF
level
Level 3
Purpose
The purpose is to qualify individuals who have a broad range
of knowledge and skills in a wide variety of context to
undertake skilled work as a pathway for further learning
Knowledge
Learner will have factual, technical, theoretical and
procedural knowledge in the area of work and learning
Volume of
learning
The volume of learning at this certificate level is typically up
to 1+2 years or sometimes 4 years to achieve the learning
outcome through training and employment program
Certificate IV: Relevant AQF
level
Level 4
Purpose The purpose is to qualify the individual who apply a broad
range of knowledge and skills in a variety of context for
further learning (Bentley, Goedegebuure and Schubert 2016)

Knowledge
The learner will have wide technical, factual and theoretical
knowledge in a specific field of work
Volume of
learning
It is typically 0.5 to 2 years but there are variations in long
and short duration qualification
Diploma:
Relevant AQF
level
Level 5
Purpose
The purpose is to apply integrated theoretical and technical
concepts in a wide range of contexts
Knowledge
The learner will have technical and theoretical knowledge
and concepts
Volume of
learning
It is typically 1- 2 years
Q4a. What is a training package? Your response must be approximately 50 words in length.
A training package is a set of nationally endorsed standards, guidelines and qualifications which are used
for recognising and evaluating the skills and knowledge required by the individual for performing
effectively in the workplace. It is composed of competency standards, assessment guidelines and
qualifications framework.
Q4b. Identify two (2) places you can access training package information.
1 Training.gov.au (TGA)
2 National Register of VET training website
Q4c. Use the Standards for Training Packages document to complete the table by:
 listing the relevant standard/s and
 describing the role and purpose of each endorsed component
Endorsed
Component Complete as per the instructions above
Units of Relevant Standard 4- standards of required performance

competency:
Standard/s Standard 5- complies with the unit of competency template
Role & Purpose
The role and purpose is to make sure that high quality training
packages are provided to meet the workforce development of
the industry and the individual (Billett et al. 2015)
Assessment
requirements:
Relevant
Standard/s
Standard 6- evidence and required condition for assessment
Standard 7- it has associated assessment requirements
Role & Purpose The role and purpose is to apply the design and development
of training packages
Qualifications:
Relevant
Standard/s
Standard 8- Comply with the AQF specification for qualification
type
Standard 9- AQF qualification structure of information comply
with the qualification template (Berryman 2016)
Role & Purpose The role and purpose is to make sure that the training
packages are of superior quality
Credit
Arrangements:
Relevant
Standard/s
Standard 10- the credit arrangements between TPQ and
tertiary education qualification are listed in a format to comply
with the template
Role & Purpose The role and purpose is to apply the design and development
of training package
Q4d. A training package must have a relevant companion volume which is not endorsed by the NSSC.
List three (3) typical components within a companion volume which can assist RTOs in delivering the
training package.
1
Implementation guide
2
Assessment guide

3
Knowledge guide
Q4e. Describe how training packages can assist in setting a benchmark for training and assessment.
Your response must be approximately 100 words in length.
If the assessment is based on the judgement of an individual’s performance then it is feasible enough to
measure that performance somehow. One way of measuring performance is by comparing it to the widely
acceptable standard as the reasonable one. The benchmark for assessment is the criteria against which
the learner is evaluated by competency standard, assessment criteria and performance or product
specification. There are a wide variety of benchmarks such as national training packages, qualification
descriptions, assessment plan, licensing requirements and so on. The most commonly used benchmark is
competency standards which provide a summary of a set of knowledge and skills that can be performed at
a specific standard.
Q4f. Complete the table by listing all mandatory and optional fields for each section.
Mandatory fields Optional fields
Unit of
competency
It identifies the training package followed
by alpha- numeric characters. The title
describes the unit outcome. The
application section explains the
application of the particular unit in the
industry and in what context it might be
applied
It lists the units in which the learner is
capable preceding the determination
of competency and it is used only
when training package developer
wants to categorise a set of units in
the training package
Assessment
requirements
This section describes how the course is
helpful to be implemented in the industry
and in what context it might be applied. It
also determines the required product and
process evidence along with their
frequency or volume.
It specifies what the individual should
know in order to specify the
connection between the product and
process evidence and the criteria of
performance.
Q5a. What are competency standards? Your response must be approximately 50 words in length.
Competency standards are a set of benchmarks used for evaluating the skills and knowledge that an

individual should demonstrate in the workplace that can be seen as competent. These standard
benchmarks are packaged into combinations to form units of competency which are composed of unit
codes.
Q5b. Complete the table below by identifying two (2) competency standards in each section.
Competency standards
Units of
competency
1 Knowledge and understanding
2 Reasoned advice
Assessment
requirements
1 Relationship with team members and supervisors
2 Qualification and experience
Q5c. Why are competency standards used in the development of a learning program? Your response
must be approximately 100 words in length.
Competency standards are used for testing the effectiveness of training, improving recruitment,
identifying training gaps which lead to improved efficiency, productivity, safety of the workers and
employee retention. Competency standards are also used for developing enterprise practices and
procedures, for performance management and quality management system of the licensing purpose.
There are chances that the training packages might replace the system of formal education and training
system in few circumstances. There are detailed documents which can list out the specific performances
of an enterprise or the industry at certain units and written in a special format and used for determining
outcomes. (Bowman and McKenna 2016)
Q6. Complete the table by explaining why the foundation skills, performance evidence and
assessment conditions need to be covered in a learning program.
Explanation
Foundation Skills:
It makes sure that the individuals who have enrolled for the VET courses are
provided with the required skills and abilities for successful completion of the
vocational qualification.

Performance
evidence:
It is required for maximizing the job performance and places them to take on
the challenges of the contemporary competition in the business environment.
Assessment
Conditions:
It is required to assist the RTOs and the assessors for developing practical
assessment tools that cater to the need of the standards of RTOs and deliver
skilled individuals who are ready for job from the 1st day. (Brown and Braysher
2014)
Q7. Complete the table by listing three (3) acceptable ways of contextualising a training package and
three (3) unacceptable examples.
Acceptable contextualisation Unacceptable contextualisation
1 Suggested elective units for particular job roles The customised unit must not alter the unit
outcome
2
Suggested units for importing from other
training packages
The customised unit must not reduce the
health, safety and environmental
requirements of the unit
3 Allowable substitutions within elective units Must not replace general directions or
generic equipment
Q8a. What is the main difference between a training package and an accredited course?Your
response must be approximately 100 words in length.
Training package Accredited course
It is a group of courses that is developed by SSO. It is nationally recognised and an RTO can deliver a
nationally recognised qualification.
Example includes Business Service Training
Package or BSB.
Examples include BSB40215 as the name of the
course which is created government funded
organisation.
Training packages are the family name. The accredited courses are the family members.
A training package is not an accredited course. The course is part of a training package and
referred to as a nationally recognised
qualification. (Gemici et al. 2014)
Training packages are delivered by registered A nationally accredited course is the intellectual

organisations. property and can be sold to RTO for delivery.
Q8b. Go towww.training.gov.au and search for an accredited course. You will need to provide:
 The course code;
 The course name;
 The core and elective units of competency; and
 Website link.
Please note: Due to copyright, the owners of accredited courses do not usually list their course
details on www.training.gov.au. You will be required to search for an accredited course on the
course developer’s website which provides the above information.
Explain as per the instructions above
Course
Code:
10417NAT
Course
Name:
Course in Advanced Safety Awareness
Core units:
The core units include the national directory of Vocational Education and Training
(VET) organizations and courses.
Elective
units:
It includes the individuals to search for and compare VET courses and training
providers.
Website link: https://www.myskills.gov.au/courses/details?Code=10417NAT&activeTab=providers
Q9. Complete the table below by identifying and describing the four (4) dimensions of competency.
Your response must be approximately 100 words in length.
Dimension of
competency: Description:
1
Task skills It undertakes the specific tasks required to complete a work
activity to meet the required standard.
2 Task management skills It manages a number of different tasks to complete a whole work

activity which comprises of efficient working for meeting
deadlines and progress smoothly.
3
Contingency
management skills
It refers to responding to problems and irregularities when
undertaking any work activity such as changes in routine,
breakdowns, unexpected results or outcomes and dissatisfied
clients.
4
Job/ role environment
skills
It deals with responsibilities and expectations of the work
environment when undertaking any activities such as working
with others, interaction with the clients and suppliers, complying
with standard operating procedures and observing the enterprise
policy and procedures. (Hodge 2014)
Q10. What is the difference between a learning strategy and learning program? Your response must
be approximately 100 words in length.
Learning strategy Learning program
It is an individual’s approach to complete a task. It is a training provided by a teacher or assessor to
the individual.
Teachers teach the students how to learn. The individuals are provided with course
curriculum or use specific skills for the program.
The instruction strategies allow the teachers to
involve all the students by providing them with
specific learning style.
The series of learning activities which are
associated with the program leads to the
achievement of a particular qualification.
This includes a wide range of activities that share
the commonness of involving students and let
them think what they are doing.
This includes activities such as Learnership and
Apprenticeship and Skills program which include a
structured work experience. (Mackenzie 2015)
Q11. List two (2) instructional design options for each delivery mode.
Instructional design options
Online course
1 Basic experience in processing
2 Background in teaching, education or professional development
Classroom course 1 Design and develop valuable training programs

2 Develop professional well- designed and cost- effective training
materials
Blended course
(workplace and
online training)
1 Available to the global learners to reach the potential
2 Improving the effectiveness of learning initiatives
Q12a. List two (2) methods to determine whether learning materials or activities are currently
available for use in a learning program.
1 By having a clear idea about the educational objectives
2 Using the methods of teaching and learning best suited for the learners
Q12b. The mode of delivery can influence the content within a TAS. Complete the table below by:
 Identifying two (2) different delivery modes and industries (e.g. construction, business),
 Identifying different learning resources or materials, and activities based on the delivery
mode and industry.
Example 1 Example 2
Delivery mode: Print based delivery Computer based delivery
Industry: Logistics and transportation E- commerce industry
Learning Resources: Functional training Sales training
Learning Materials: Strategic planning Decision making
Learning Activities: Prepare and manage the processes Analysing data and estimating
demand
Q12c. Describe the five (5) step process to develop new learning program materials and activities.
Your response must be approximately 200 words in length.
1 Assess training needs- It is important to identify and assess the needs. The learning program
might already be established in the development plan therefore training needs assessment

should be conducted in the program.
2
Set organizational objectives- The needs will identify the gaps in the current initiatives which
need to be analysed for turning into the organizational objectives. This will help to bridge the
gap in current and desired performance.
3
Create action plan- It will consist of elements, resources and delivery methods which will help
in developing the program. The level of learning and the learning styles of the participants
are also considered by pilot initiatives and gathering feedback for making adjustments in the
learning program. (Misko et al. 2014)
4
Implementing initiatives- At this point the learning program becomes lively. Decision needs to
be taken whether the learning will be processed in- house or by external coordinators. This
step includes scheduling of learning activities, facilities, equipments and other related
resources.
5
Evaluate and revise training- The learning program should be under constant evaluation to
determine if it was successful and met with the objectives. Feedback should be gathered
from all stakeholders for recognising effectiveness and acquisition of skill or knowledge.
Q13. List four (4) reasons why a learner might complete a learning program.
1 The learning programs are flexible as there is no rigid schedule.
2 The learners can guide their pacing as they are not confined to any fixed process.
3 The learners can achieve ownership over their learning.
4 The learning is centred on real- world skills and competency development. (Ryan et al. 2016)
Q14. Organisational, legal, and ethical requirements must be considered when developing a
learning program in a VET context. Complete the table by providing an example of how a RTO can
comply with each requirement. Your response must be approximately 150 words in length.
Example
Federal
Legislation:
Victorian Qualifications Authority Act- for establishment of a training regulator
Education and Training Reform Act- for a fit and proper person for RTO
Working with Children Act- for assessing person’s suitability to work with children
Workplace Health and Safety Act- for a safe working environment

Privacy Act- for storage of personal information
Equal Opportunity Act- for direct or indirect discrimination against persons
State/Territory
Legislation:
Racial Discrimination Act- for discrimination on race
Sex Discrimination Act- for sexual harassment
Disability Act- for disability discrimination
Summary Offences Act- for damaging property
Crimes Act- for theft or assault
Copyright Act- for third party limitations (Smith, Smith and Walker 2015)
Organisational
Policy:
Workplace Health and Safety Policy
Student Refund Policy
Harassment Policy
Equal Employment Opportunity Policy
RTO Complaints and Appeal policy
National Codes
of Practice:
National Code of Practice for Providers of Education and Training to Overseas
Students 2017
Education Services for Overseas Students Act
Q15a. List three (3) Work Health and Safety (WHS) considerations when designing a learning
program.
1 To protect health and safety of the individuals
2 To assess and review work- related risks
3 To provide the individuals with information on the risks that they face (Smith et al. 2017)
Q15b. When conducting workplace training, the trainer must have some understanding of WHS in
the work environment. What type of WHS knowledge would assist the trainer? Your response must
be approximately 100 words in length.
The trainer should have the knowledge to take preventive and enforcement measures which will
comply with the health and safety obligations. It should have the enforcement options that include
providing information and advice, serving notices on the duty- holders, varying licences, withdrawing
approvals, issuing cautions and prosecution. The trainer must have the knowledge that if he
complies with the health and safety duties then accidents can be avoided along with avoiding fines
or penalties. The trainer must ensure that the workers are provided with sufficient supervision and

proper planning should be done on the evaluation of risk. Sufficient communication would enable
smooth work methods and prevent inadequate work coordination. (Misko et al. 2014)
Q16a. List three (3) methods of tracking changes to training packages and accredited courses.
1 The Training Product Development Program Guidelines should be developed and updated.
2 The three entities such as AISC, IRC and SSO keep a track of the training package
development and other support services for the national training system.
3 The Industry Reference Committees review, research and recommend the necessary
changes.
Q16b. When there are changes to training packages and accredited courses, what is the RTO’s
obligations regarding transitionrequirements and documenting these changes?
The transition can be prepared to a revised training product by reviewing the change and supporting
documentation such as Companion Volume. To assess any changed requirements in the training package
the obligations are licensing implications, learning strategies and equipments and resources list. Thus, the
organisational resources are revised to ensure that the new requirement training packages are met.
Q17. RTOs are often faced with the challenge of meeting a diverse range of client needs. Describe a
practical approach for analysing and using competency standards to meet a client need. Your
response must be approximately 150 words in length.
When an organisation faced the challenge of meeting the client needs then discussions were held
with the relevant persons to assess the needs of the client. It was ensured that the training packages
could satisfy client needs that were recognised and sourced. Individual competency standards were
selected to meet the client needs according to packaging rules and inter-relationship between units.
All the parts were read and reviewed for language, literacy, meaning and numeracy requirements.
Then analysis was done to identify the dimension of competency. The connection between the parts
of the competency standards was identified and the whole competency standards were used to
meet the client needs. Content links between competency standards and the accredited courses
were analysed to develop effective applications for the client. The experts were asked for advices
where guidance was needed for interpretation. Finally, analysis and interpretation of competency
standards and accredited sources were documented. (Yu, Oliver and University of Sydney 2015)