Training package development handbook guidelines

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If there is a chain of pre‐requisites, that is, Unit C is a prerequisite for Unit B, which is a prerequisite for Unit A, the pre‐requisites must all be shown in the unit pre‐requisites table. The chain of prerequisites must be included in the total number of units required for the qualification. 13. Skill Sets 13.1 Definition Skill Sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package(s), which link to a licence or regulatory requirement, or defined industry need. 13.2 Identifying Skill Sets in Training Packages On the basis of their research and industry consultation, developers of Training Packages have at least three options in relation to Skill Sets in a Training Package. • No national Skill Sets are identified for the Training Package. • Skill Sets are identified based on units from the Training Package. • Skill Sets are identified based on units from the Training Package combined with units from one or more other Training Packages. Skill Sets could be identified in a Training Package where the unit or group of units: • Meet requirements set by an agency external to the VET sector—for example, for a national licence, regulatory requirement or professional body membership. • Have a commonly understood meaning in the industry—for example, worksite induction requirements. • Constitute a specialist role that benefits from separate identification—for example, project management units that enable the individual to lead projects in their area of expertise. • Be a useful addition to a general qualification—for example Asian Cookery units added to a Hospitality qualification to provide a valuable extra set of skills; or a set of small business units that enable someone with a technical qualification to take on some specific small business functions. The Training Package should include all relevant information about the Skill Set. For example, in the first scenario above there might be additional requirements that need to be met such as using an assessor approved by the licensing authority, or paying additional fees. Provide information and advice about Skills Sets including: • Advice about other requirements of regulations that may need to be met such as any requirements for Australian citizenship or evidence of a certain period of work experience. • Advice about logical clusters that may meet industry needs. • Advice about pathways. • Advice about the circumstances under which Skill Sets, rather than a particular qualification, could be delivered – where this is appropriate. 13.3 Skill Set design Developers should take the following points into account when designing Skill Sets: • Training Package developers should approach Skill Sets in the same way they approach the development of units of competency and qualifications. This includes considering logical skill GuidelinesQualFrameworks_V3_June 2010 V3 June 2010 Page 24 of 28
clusters that meet industry needs and have recognised value in the workplace, as well as ensuring industry consultation throughout the process. • Where Skill Sets are included in Training Packages, the target groups should be clearly defined. • The identification and development of Skill Sets within Training Packages should increase, rather than decrease, available skill development options for individuals and enterprises. • Consideration should be given to identifying clear relationships between Skill Sets or between Skill Sets and qualifications where this is appropriate. • Identified Skill Sets should be noted within the Qualifications section of the Training Package. • Where a Training Package developer considers a Skill Set should be constructed consisting of units across Training Packages, consideration should be given to whether units should be imported and advice provided to Registered Training Organisations. • If one or more of the units identified in a Skill Set has prerequisite units, then those units form part of the Skill Set. • Skill Sets should not include optional units or electives. 13.4 Examples of Skill Sets in Training Packages The following examples exemplify good practice. Sample introductory text from PMA08 Chemical, Hydrocarbons and Refining Training Package: Skill Sets in this Training Package Industry has supported the creation of a range of Skill Sets, mainly in safety and incident preparedness/response areas. Some job roles in some sectors of the industry do require a licence, however, there is no overall industry requirement for this and so no Skill Sets associated with licensing have been proposed. The industry manages the competency requirements of its workforce to ensure compliance with a vast web of regulatory requirements. The Skill Sets below have been developed in consultation with the industry and are based on logical clusters of units which meet critical industry needs, particularly in the area of safety and incident preparedness and response. These Skill Sets consist of clusters of competencies which are commonly practiced (and possibly trained) together. They reflect an industry‐wide need to be able to recognise that a person can undertake these defined roles. There are different ways of presenting Skill Sets that identify licensing or regulatory requirements. The following example is from TDM07. EXAMPLE Occupations involved in Ocean‐going Maritime Operations are all those for which requirements are described and defined in Marine Orders under the Australian Navigation Act 1912 and which fall under the regulatory jurisdiction of the Australian Maritime Safety Authority (AMSA). They also fulfil the educational requirements defined internationally by the International Maritime Organisation in the relevant sections of the International Convention on Standards of Training, Certification and Watchkeepers (STCW) Code and Conventions. They are summarised in the following table. OCCUPATION Master (< 500 GT) EDUCATIONAL QUALIFICATION IN THE MARITIME TRAINING PACKAGE TDM50307 Diploma of Transport & Distribution (Maritime Operations – Deck GuidelinesQualFrameworks_V3_June 2010 V3 June 2010 Page 25 of 28
Page 1 and 2: TRAINING PACKAGE DEVELOPMENT HANDBO
Page 3 and 4: Guidelines: Qualifications Framewor
Page 5 and 6: teams but without a formal business
Page 7 and 8: NATIONAL COMMUNITY RECREATION INDUS
Page 9 and 10: 2. Australian Apprenticeships Advic
Page 11 and 12: As an example, if the following qua
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Page 15 and 16: 11.1 Core‐only model In this mode
Page 17 and 18: EXAMPLE Certificate IV in Veterinar
Page 19 and 20: EXAMPLE Certificate I in Transport
Page 21 and 22: Pre‐requisites in Training Packag
Page 23: Elective units Choose 25 units as s
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Training package development handbook guidelines

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