GUIDE TO NATIONALLY ENDORSED TRAININGfor fire and emergency services organisations

PUA PUBLIC SAFEY TRAINING

PACKAGE

ACKNOWLEDGEMENTSThe Australasian Fire and Emergency Services Authorities Council (AFAC) expresses its gratitude to the authors David Rawet and Sandra Lunardi on the development of this resource, Rebecca Duffy for the editing of this resource and Nicola Laurence for the editing, design and layout of this resource. AFAC would also like to thank Deborah Parsons from the South Australia Metropolitan Fire Service, and Amanda Nabi from the Department of Biodiversity, Conservation and Attractions (WA) for providing examples of training and assessment strategies used within their organisations. Thanks also to those members of the AFAC Learning and Development Group and Cassandra Curtis (Chair) that provided feedback on the Guide content.

Guides produced by the Community Service and Health Industry Skills Council were useful in developing the structure and content of this Guide.

DISCLAIMERThis document has been developed from consultation and research between the Australasian Fire and Emergency Service Authorities Council Limited (AFAC), its members and stakeholders. It is intended to address matters relevant to fire, land management and emergency services across Australia, New Zealand and the Pacific region.

The information in this document is for general purposes only and is not intended to be used by the general public or untrained persons. Use of this document by AFAC Member agencies, organisations and public bodies does not derogate from their statutory obligations. It is important that individuals, agencies, organisations and public bodies make their own enquiries as to the currency of this document and its suitability to their own particular circumstances prior to its use.

AFAC does not accept any responsibility for the accuracy, completeness or relevance of this document or the information contained in it, or any liability caused directly or indirectly by any error or omission or actions taken by any person in reliance upon it.

Copyright © 2019, Australasian Fire and Emergency Service Authorities Council Limited All rights reserved. Copyright in this publication is subject to the operation of the Copyright Act 1968 and its subsequent amendments. Any material contained in this document can be reproduced, providing the source is acknowledged and it is not used for any commercialisation purpose whatsoever without the permission of the copyright owner.

Australasian Fire and Emergency Service Authorities Council Limited (ABN 52 060 049 327) Level 1, 340 Albert Street East Melbourne Victoria 3002 Telephone: 03 9419 2388 Facsimile: 03 9419 2389

afac@afac.com.au afac.com.au

Cover photo: Sourced from MFB

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 1

TABLE OF CONTENTS

CHAPTER 1: LEARNING PROGRAMS 31.1 Learning programs 3

1.2 Learning programs using nationally endorsed material 3

1.3 Structure of national units of competency 4

1.4 Trainer and assessor requirements 5

1.5 Validating learning materials 6

1.6 Use of elective units 6

1.7 RTO requirements 7

1.8 Training for people with a disability 10

1.9 Reasonable adjustment 11

CHAPTER 2: RESOURCES 12 2.1 Key industry bodies 12

2.2 Glossaries 14

2.3 Research products 14

2.4 Vocational Educational Eudcation and Training (VET) framework products 16

2.5 VET regulatory authorities 17

2.6 Training package development 17

2.7 VET links 18

CHAPTER 3: FEEDBACK AND REFERENCES 193.1 Feedback 19

3.2 References 19

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PURPOSE OF THIS GUIDEThis Guide to Nationally Endorsed Training is one of several guides produced to help with the development and delivery of learning materials for the fire and emergency services sector, and with implementation of the Public Safety Training Package.

This Guide is developed to provide an overview of the nationally endorsed training systems and components suited to:

• trainers

• assessors

• training designers and developers

• training managers. PUA Public Safety Training Package

Assessment Strategies Guide

LearningStrategies Guide

Guide to Na�onally

Endorsed Training

A Guide on FAQs

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 3

CHAPTER 1:

Learning programs

1.1 LEARNING PROGRAMSFire and emergency service organisations use a range of learning programs which vary widely in their extent, complexity and how they relate to specific job roles. Learning programs can include:

• non-endorsed short courses designed for specific knowledge, skill or role requirements

• single units of nationally endorsed material designed for specific knowledge, skill or role requirements

• multiple units of nationally endorsed material designed for specific role requirements. These may be packaged together as nationally endorsed or agency-designed skill sets

• multiple units of nationally endorsed material leading to national qualifications. These may support one or more role requirements

• agency required content not described in national units but may occur in programs when it is required for performance of the agency’s job roles.

The strategies supporting effective learning apply to all learning programs irrespective of whether they carry national endorsement or not. There are specific requirements, however, when nationally endorsed material is presented.

1.2. LEARNING PROGRAMS USING NATIONALLY ENDORSED MATERIALA large proportion of the learning delivered to fire and emergency service organisations is drawn from nationally endorsed material, specifically the Public Safety Training Package. This package and its content is often referred to by the letters ‘PUA’, which are the prefix codes to all Public Safety Training Package qualifications and units.

PUA content includes endorsed and companion material, which together are designed to enable Registered Training Organisations (RTOs) to deliver

training in an effective and compliant manner. Training and assessment conducted by RTOs must comply with the Standards for Registered Training Organisations (RTOs) 2015. These standards are referenced throughout this document and the Learning Strategies and Assessment Strategies Guides.

Each training package is comprised of three components:

1. Units of competency: define the skills and knowledge to operate effectively and how they need to be applied to perform effectively in a workplace context.

2. Qualifications framework: groups of units of competency ranging from Certificate I to Graduate Diploma level.

3. Assessment guidelines: the industry’s preferred approach to assessment, including the qualifications required by assessors, the design of assessment processes and how assessments should be conducted.

Skills Services Organisations (SSOs) are required to publish a Companion Volume Implementation Guide when they revise a training package. The Companion Volume Implementation Guide is designed to help providers implement the training package and contains information such as:

• version control and modification history

• mapping information explaining whether the outcomes of the new products are equivalent, or not equivalent to the superseded products

• regulation and licensing implications for implementation

• mandatory entry requirements, pathways advice and access and entry conditions

• resource and equipment lists

• links to learning strategies, knowledge and assessment guidance, if relevant.

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This Guide meets the need identified in the last dot point above.

PUA units of competency, assessment requirements, qualifications and skill sets can be found on the National Register of VET: www.training.gov.au.

1.3 STRUCTURE OF NATIONAL UNITS OF COMPETENCYNational units of competency are written using a consistent template. Each unit has two associated documents:

1. a description of the competency

2. a description of the unit’s assessment requirements.

1.3.1. Components of national units of competencyEach unit is made up of 11 components, including:

UNIT CODEThe unit code contains the three alpha characters identifying the Training Package, followed by alpha or numeric characters. It must comply with the length specified in the AVETMIS Standard (no more than 12 characters).

UNIT TITLEThe title concisely describes the unit outcome. It must comply with the length specified in the AVETMIS Standard (no more than 100 characters).

MODIFICATION HISTORYHistory of this and previous releases of equivalent units.

PREREQUISITE UNITList any unit(s) in which the candidate must be deemed competent prior to the determination of competency in this unit.

APPLICATIONThe application section briefly describes how the unit is practically applied in the industry and in what context(s) the unit may be applied. It Includes:

• a summary statement of unit content

• focused, useful information on how and where the unit of competency could be practically applied and who might use it

• the unit of competency’s relationship to any licensing, legislative, regulatory or certification requirements. Where no requirements exist, insert: No licensing, legislative or certification requirements apply to this unit at the time of publication.

UNIT SECTOR (OPTIONAL)Used only when the Training Package developer wishes to categorise a set of units within a Training Package in relation to an industry sector.

ELEMENTSElements describe the essential outcomes.

PERFORMANCE CRITERIAPerformance criteria describe the performance needed to demonstrate achievement of the element.

FOUNDATION SKILLSThis section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Where all foundation skills essential to performance in this unit are explicit in the performance criteria insert: Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

UNIT MAPPING INFORMATIONSpecifies code and title of any equivalent unit of competency. If no equivalent insert: No equivalent unit.

LINKSLink to Companion Volume Implementation Guide.

1.3.2. CompetencyThere are four main components of assessment requirements for national units of competency, which are:

MODIFICATION HISTORYHistory of this and previous releases of equivalent units.

PERFORMANCE EVIDENCE• specifies the required product and process evidence

• specifies the frequency and/or volume of product/process evidence

• specifies the relationship between the product and process evidence and the performance criteria.

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AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 5

KNOWLEDGE EVIDENCE• specifies what the individual must know to safely

and effectively perform the work task described in the unit of competency

• relates directly to the performance criteria and/or range of conditions

• indicates the type and depth of knowledge required to meet the demands of the unit of competency.

ASSESSMENT CONDITIONS• stipulates any mandatory conditions for

assessment

• specifies the conditions under which evidence for assessment must be gathered, including any details of equipment and materials, contingencies, specifications, physical conditions, relationships with team members and supervisor, relationship with client/customer, and timeframe

• specifies assessor requirements, including any details related to qualifications, experience and industry currency.

LINKSLink to Companion Volume Implementation Guide and any other relevant information.

1.4. TRAINER AND ASSESSOR REQUIREMENTS

1.4.1. Trainer and assessor qualificationsTrainers and assessors (including those assisting in training) must hold the training and assessment credentials specified in the Standards for RTOs. Those requirements change from time to time and reference to the current version of the Standards is essential to ensure compliance.

1.4.2. Maintaining currencyUnder the Standards for Registered Training Organisations (RTOs) 2015, all trainers and assessors need to maintain currency and competency in the units they deliver. They need to undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency-based training and assessment.

Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency-based training and assessment. Examples of professional development activities include:

1. participation in courses, workshops, seminars, conferences, or formal learning programs

2. participation in mentoring, professional associations or other learning networks

3. personal development through individual research or reading of publications or other relevant information

4. participation in moderation or validation activities

5. participation in industry release schemes.

Maintaining currency and competence is promoted by:

• visiting work sites: trainers and assessors regularly attend work sites to supervise and observe learners, consult with workplace supervisors and observe work operations and conditions; all tasks that provide opportunities to keep up-to-date with industry practice

• work site placements: encourage trainers and assessors to take up industry placements within or outside their own organisation

• working closely with industry representatives: bringing industry people in as guest speakers, as observers of class activities, or to meet with trainers to discuss real life situations where competencies are required and to work with the RTO personnel to create realistic scenarios that students can learn from

The regulators of RTOs provide further information about what is required to achieve and maintain vocational competency:

• ASQA – www.asqa.gov.au/

• VRQA – www.vrqa.vic.gov.au/Pages/default.aspx

• WATAC – www.tac.wa.gov.au/Pages/default.aspx

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1.5. VALIDATING LEARNING MATERIALSAnother requirement of the Standards for Registered Training Organisations (RTOs) 2015 is the need for learning materials to be validated by industry. This can be achieved in different ways:

• formal meetings or validation sessions

• online forums

• direct feedback during industry site visits.

Each training product must be validated at least once every five years. Those validating the material must collectively have:

• vocational competencies and current industry skills relevant to the assessment being validated

• current knowledge and skills in vocational teaching and learning

• the training and assessment credentials specified in the Standards for RTOs.

Validators are not permitted to validate instances of delivery or assessment in which they were directly involved.

The ASQA website also contains a fact sheet about industry validation: http://asqa.gov.au/media-and- publications/conducting-validation1.html

1.6. USE OF ELECTIVE UNITSDepending on the qualification there may be few or many elective options listed. For RTOs, it may not be feasible or desirable to have all elective options available to learners. For enterprise RTOs (such as fire and land management agencies), the inclusion of electives should reflect the workplace needs of the enterprise. The electives available to learners are those that must be listed in the Training Assessment Strategy.

To the extent that elective options permit, learners can select electives that reflect their vocational interests, role requirements or professional development goals. The packaging rules of a qualification offer options and learners should be guided to select units of competency that:

• are identified by industry as needed skill areas and will, therefore boost their chances of gaining meaningful employment

• are areas of interest for personal and professional development to the learner

• relate to prospective or current job roles and responsibilities

• can lead to specialisation or further study.

Where providers limit the range of electives, they should always ensure prospective learners know they may have other options with other RTOs and explain why the elective range has been both limited and chosen.

EXAMPLES

PUA30613 CERTIFICATE III IN PUBLIC SAFETY (FIREFIGHTING AND EMERGENCY OPERATIONS)The qualification has eight core and four elective units of competency, with up to two of those electives able to be selected from within the PUA Training Package, another endorsed training package or accredited course.

There is a wide range of diversity within the qualification’s electives. Many are specialised in nature and may not be relevant to all enterprises or practical for all RTOs to offer.

PUA30713 CERTIFICATE III IN PUBLIC SAFETY (FIREFIGHTING OPERATIONS)The qualification has three core and nine elective units of competency, with up to two of those electives able to be selected from within the PUA Training Package, another endorsed training package or accredited course.

The electives are assembled in groups to ensure those completing this qualification address specific skill areas and develop a broad range of skills to work effectively in the industry. Again, there is a wide range of diversity within the qualification’s electives. Many are specialised in nature and may not be relevant to all enterprises or practical for all RTOs to offer.

PUA60913 ADVANCED DIPLOMA OF PUBLIC SAFETY (FIRE INVESTIGATION)The qualification has 12 core and three elective units of competency, with up to two of those electives able to be selected from within the PUA Training Package, another endorsed training package or accredited course.

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AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 7

The electives are assembled in two groups to ensure those completing this qualification address specific skill areas. The number and range of electives offered within the qualification is quite narrow due to the quantity of core learning required for the role the qualification supports.

PUA60513 ADVANCED DIPLOMA OF PUBLIC SAFETY (FIREFIGHTING MANAGEMENT)The qualification has four core and seven elective units of competency, with up to two of those electives able to be selected from within the PUA Training Package, another endorsed training package or accredited course.

Electives are grouped and selection of units within Group A is limited to ensure the qualifications gained are appropriate to the industry sector learners are working in or working towards. Remaining electives address a range of managerial activities.

1.6.1. Factors contributing to elective choice

SPECIALISATIONSSome qualifications allow for different specialisations. By choosing appropriate combinations of units, an individual may complete the program with one or more specialisations identified in the qualification.

Qualifications may allow the option of choosing electives to specialise in one or more areas. See the relevant qualification documents for more information.

In choosing a specialisation, the RTO (and the individual) must make sure it will be possible to achieve competency in that area. Often, the units require at least some assessment to be undertaken in the workplace. The workplace must therefore, be able to offer the opportunity for the student to gain experience within the area of work most relevant to the unit of competency. The Assessment Conditions, within the Assessment Requirements for each unit of competency, states where the assessment must take place and any other conditions. The availability of relevant work placement opportunities may in some cases constrain elective choice.

REGULATORY REQUIREMENTSAll units must be considered in the context of regulatory requirements in the particular jurisdiction they are being used. While RTOs must be aware of requirements for all units they deliver, there are some units where care needs to be taken.

Jurisdictional requirements vary and RTOs should research and confirm current requirements before delivery. This also applies to specialised units.

In all cases, individual units of competency have varying levels of complexity and task autonomy. The process of qualification development has ensured core units are appropriate for the nominated job roles. RTOs need to make judgments about the appropriateness of elective units for those job roles, especially where these are chosen from outside the qualification elective listings or from another training package.

RTOs should never base elective decisions on the unit of competency title alone and a detailed review of content is required to make an informed judgement about the most appropriate unit to select.

The application statement in the unit of competency should provide a clear indication about content and scope.

1.7. RTO REQUIREMENTS All accredited training against the training package, as outlined in the Standards for Registered Training Organisations 2015, must be carried out by an RTO:

• training package qualifications or specific units of competency in its of delivery, or

• works in partnership with another RTO that does.

The same standards specify all providers must have training and assessment strategies and practices in place that are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses (Standard 1).

A training and assessment strategy (TAS) is an organising framework for the delivery of a unit of competency, a group of units or a qualification. It provides an overview about how components of training packages can be delivered and may also include information about pathways and training materials.

A typical learning strategy would include:

• information about the learner group and their characteristics and needs

• the selection of units of competency or a qualification with electives identified, as defined by the packaging rules

• options for structuring delivery including broad content structure

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• pathways for learners

• delivery approaches (on the job, off the job, blended)

• assessment information

• staffing

• operational requirements.

1.7.1. Training and assessment strategy (TAS)The User’s Guide to the Standards for RTOs provides guidance for the development of a TAS. The following material is taken from the User’s Guide to the Standards for RTOs (pp. 40–42).

RTOs must develop a strategy for training and assessment for each training product it is registered to deliver. The format for these strategies can be determined by the RTO. RTOs may need to develop different strategies for different delivery modes or target groups/student cohorts.

A training and assessment strategy may comprise multiple documents, however, there must be consistency between these documents to ensure the overall strategy is clearly described.

Strategies for training and assessment should not be ‘static’. Each strategy needs to be regularly updated to consider:

• changes in industry technology and techniques, legislation and the training package itself

• the availability of resources within the RTO.

The strategies must also be consistent with any advertising and other material provided to prospective students.

Specific requirements may be set, such as requiring students to have a minimum period of industry experience before they can commence the program. If specific requirements are set, these must be clear to prospective students prior to enrolment.

In relation to monitoring and evaluating training and assessment strategies and practices, while each RTO can decide on its own process, evidence is required to show:

• monitoring and review of training and assessment in a systematic way

• results are used to revise systems and practices where needed.

COMPONENTS OF TRAINING AND ASSESSMENT STRATEGIESRTOs should address, at minimum, the following areas in each strategy:

Training product• Ensure the training product to which the strategy

relates is clearly identified.

• Include the code and full title to ensure clarity.

Core and elective components (full qualifications)If delivering a full qualification, identify core and elective components in accordance with the structure defined in the training package or course.

Define which elective units or modules are being offered for effective planning for all delivery variables.

Identify any entry requirements, as well as prerequisite units (and corequisite units if specified), and the sequencing of delivery and assessment.

Target group• Ensure the target group and student characteristics

in each strategy are clearly identified. Each strategy needs to be tailored to each target group. For example, a recognition of prior learning strategy may be utilised for students with previous knowledge, skills and work experience.

Mode of delivery• Identify how the training and assessment is to be

delivered face-to-face, online, through workplace training or a mixture of different modes.

Entry requirements• Identify any mandatory requirements for students

commencing the program, such as qualifications that must be held or a period of industry experience. RTOs should also clearly identify where any entry requirements are set by the RTO and are not an entry requirement of the training product.

• At this stage, it can also be useful to identify:

any areas where students may need additional support (e.g. if they have limited English-language skills)

whether students’ physical attributes may influence their ability to complete the training and assessment (e.g. if heavy lifting is required).

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AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 9

Duration and scheduling• Analyse the nature of the student cohort.

Use the analysis and any specific requirements of the training package to determine the amount of training for each cohort, the duration of the program and how the RTO will schedule training and assessment activities to ensure students are able to fully develop the required skills and knowledge prior to being assessed.

• It may be necessary to indicate variations for some cohorts due to their specific learning needs.

Assessment resources, methods and timing• Training packages and VET accredited courses often

specify resources that must be used in assessment at a unit of competency level.

• Include details of how the RTO will ensure students have access to the resources that will give them the best chance of completing their study.

• Identify:

assessment resources

assessment methods

timing of assessment

any training package requirements in relation to the training and assessment practices (such as mandatory work placement hours and how this is structured into the course delivery)

any adjustments that may be needed to cater for different student characteristics.

Learning resources• To ensure students can obtain and absorb the

required knowledge and skills prior to assessment, carefully choose and plan the learning resources that will be used to guide them.

• Identify these resources in the strategy to ensure full coverage of all required areas.

Human resources• Either in a strategy or separately, document the

human resources available to deliver the training product. This ensures suitable trainers and assessors are available for all training products on the RTO’s scope of registration. Record this at a unit of competency level to ensure any specific requirements are met and to allow the RTO to deploy staff efficiently.

Physical resources• Compare the physical resources required to deliver

a training product with the resources available to the RTO. Many units of competency include detailed specifications of the resources required, so conducting this analysis at a unit of competency level ensures these requirements are addressed.

Strategies for stand-alone single units or skill sets• Develop and implement training and assessment

strategies in the same way as for a qualification, noting some information may not be relevant, such as information on core and elective units.

• Often, this type of delivery is aimed at an industry licence or accreditation. Identify all the requirements of that licence or accreditation in the strategy (including any possible entry requirements such as minimum age) and explain how students can readily attain the desired outcome. Identify any prerequisite and corequisite units, and the sequence of delivery and assessment.

Strategies for assessment-only pathwaysWhere the RTO offers an assessment-only pathway, develop and implement strategies covering:

• assessment methods, timing and resources

• how issues will be addressed for example, if a student does not achieve the competency requirements.

Refer to Appendice 1 and 2 for two examples of fire industry training assessment strategies.

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1.8. TRAINING FOR PEOPLE WITH A DISABILITYUnder the Disability Discrimination Act 1992, the Disability Standards for Education were formed in August 2005 specifying the requirements of education and training providers in ensuring learners with a disability have access to education and can actively participate in learning without experiencing discrimination.

Quality vocational training is often about implementing adjustments to suit the needs of learners. The information contained in this section provides guidance to assist trainers and assessors to meet the needs of learners who have a disability.

1.8.1. Adjustments in trainingWhile adjustments can be made to training and assessment procedures, the integrity of the unit of competency and/or qualification must be upheld. Learners still need to achieve the standards employers and training providers expect. As such, making reasonable adjustments is centred on identifying what adjustments can be reasonably made and how they may be put into place, within the learning environment.

A learner with a disability can have training and assessment that is fair depending on the RTO’s attitude, preparation and application of adjustments.

1.8.2. AttitudeThe attitude of others is often the most significant barrier to people with disability. Most people with disability will only require small adjustments or supports put in place to ensure equitable access to a positive learning experience. There are many support agencies that can provide advice, however, trainers must allow adequate time to ensure training meets the needs of all individuals.

Creating or establishing an environment based on respect and understanding is essential to overcoming barriers and difficulties. The use of positive and inclusive language in learning and work resources and documentation can make a significant difference in how disabilities are perceived. Use language referring to the ‘person’ instead of language identifying people by their characteristics, for example, the term ‘person with disability’ is preferable to the term ‘disabled person’. People should be identified by their abilities and job tasks, not by what they are unable to do or their physical characteristics.

1.8.3. PreparationRTOs and workplaces need to be prepared to accommodate all learners and implement adjustments to accommodate their needs. It is important any functional issues arising from the nature and extent of a learner’s disability are identified. This can be achieved through a formal or informal conversation with the learner, identifying reasonable adjustment requirements. In some cases, professional support or input may be required.

1.8.4. ApplicationReasonable adjustments that have been implemented into the training program need to undergo frequent monitoring and evaluation. This is to ensure the learner always has access to the best environment for continuous learning. Some reasonable adjustments may need improving, reinforcing or may only need to be put in place temporarily. These types of adjustments can be deduced through an informal discussion with the learner.

However, if adjustments are substantial or the learner is not acquiring the level of competence required for a unit, a more formal process may be required. This can include:

• the use of performance indicators: the training provider, trainer, learner and workplace should have agreed performance indicators which can be quantified and monitored

• gaining independent support: the involvement of a third party, not connected to the workplace or training provider

• experimentation: trial and error can be used to find a strategy that works, if the current strategy is not producing required results

• continuing review: formal monitoring processes should be in place to check if adjustments need changing and the degree of change required.

More information on training and assessment for people with additional needs can be accessed via the Department of Education at http://www.education.gov.au/national-disability-coordination-officer-program. The site includes information about the National Disability Coordination Officer Program and provides useful information, coordination and referral services for people interested or enrolled in a post-school education and training program.

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1.9. REASONABLE ADJUSTMENTAssessment in the VET Sector provides guidance on making reasonable adjustments to assist learners with a disability. The following is drawn from Assessment in the VET Sector (pp. 59–61).

Reasonable adjustment is a term used in the education, employment and VET sectors to refer to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without a disability.

Decisions about reasonable adjustment(s) should focus on the needs of the individual learner. RTOs may need to consult with a range of people, such as trainers and assessors, support people and/or technical experts, as well as the learner to determine what is a reasonable adjustment.

Reasonable adjustment does not mean all learner requests are granted. It is about consultation and negotiation. However, learners with disability are often major sources of information on the reasonable adjustment that would be appropriate for them. Adjustments should be based on the ability of each learner to participate and achieve outcomes.

Reasonable adjustment aims to make it possible for learners with disability to participate fully in education and training. It is not to give a learner with disability an advantage over other learners, to change course standards or outcomes or to guarantee success.

Reasonable adjustment to teaching, learning and assessment activities needs to be justifiable and uphold the integrity of the qualification.

RTOs are obliged by law to make reasonable adjustment to ensure maximum participation of learners with disability in teaching, learning and assessment activities. This includes:

• ensuring course activities are sufficiently flexible

• providing additional support where necessary

• offering a reasonable substitute within the context of the course, where a learner is unable to participate.

The guiding principle underlying the concept of reasonable adjustment is inclusive practice, meaning reasonable adjustment should:

• recognise differences among learners

• cater for differences in individual interests, experiences, learning styles and preferences

• develop learners’ ability to take control of their own learning

• use authentic tasks requiring thought and allow time for exploration

• emphasise the development of meaning and understanding, rather than simply the completion of tasks

• involves cooperation, communication and negotiation

• ensure no learner is excluded

• VET trainers and assessors, disability practitioners and managers make reasonable adjustments in teaching, learning and assessment to:

ensure learners with a disability can access and participate in training on the same basis as learners without a disability

increase access to and participation in training of learners with a disability

reduce the impact of a disability on achievement of a vocational qualification.

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| CHAPTER 2: RESOURCES

CHAPTER 2: Resources

If you have any ideas, resources, case studies or feedback to contribute to the companion volumes, please provide your material to Sandra Lunardi at AFAC via sandra.lunardi@afac.com.au.

There are numerous resources available to assist RTOs, including key industry bodies and national glossaries.

2.1 KEY INDUSTRY BODIES

AFACAFAC is the Australian and New Zealand National Council for fire, emergency services and land management, creating synergies across the emergency management sector.

www.afac.com.au

AUSTRALIAN INSTITUTE FOR DISASTER RESILIENCEThe Australian Institute for Disaster Resilience (AIDR) develops, maintains and shares knowledge and learning to support a disaster resilient Australia. Building on extensive knowledge and experience in Australia and internationally, we work with government, communities, NGOs, not-for-profits, research organisations, education partners and the private sector to enhance disaster resilience through innovative thinking, professional development and knowledge sharing.

AIDR is supported by its partners: the Australian Government Department of Home Affairs, AFAC, the Australian Red Cross and the Bushfire and Natural Hazards Cooperative Research Centre.

www.aidr.org.au

AUSTRALIAN RESUSCITATION COUNCIL The Australian Resuscitation Council is a voluntary coordinating body which represents all major groups involved in the teaching and practice of resuscitation. The Australian Resuscitation Council is sponsored by the Royal Australasian College of Surgeons and the Australian and New Zealand College of Anaesthetists. The Australian Resuscitation Council produces Guidelines to meet its objectives in fostering uniformity and simplicity in resuscitation techniques and terminology. Guidelines are produced after consideration of all available scientific and published material and are only issued after acceptance by all member organisations. This does not imply, however, that methods other than those recommended are ineffective.

resus.org.au

BUSHFIRE AND NATURAL HAZARDS CRCThe Bushfire and Natural Hazard Cooperative Research Centre (BNHCRC) conducts research to build a disaster-resilient Australia. The centre draws together all of Australia and New Zealand’s fire and emergency service authorities with the leading experts across a range of scientific fields to explore the causes, consequences and mitigation of natural disasters. Research partners include universities, the Bureau of Meteorology and Geoscience Australia, and several international research organisations. This combined effort is helping to build disaster resilient communities across Australia.

www.bnhcrc.com.au

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 13

CENTRE OF EXCELLENCE FOR PRESCRIBED BURNINGThe Centre of Excellence for Prescribed Burning is a practical, useful hub for prescribed burning practitioners to share knowledge and experience for increased capability. The Centre communicates guiding frameworks and principles developed under the National Burning Project, to promote a holistic and consistent approach to prescribed burning practices, and supports the implementation of those practices by agencies.

The Centre also facilitates ongoing engagement across the industry, building agency capability to deliver prescribed burning informed by research and good practice.

www.aidr.org.au/programs/centre-of-excellence-for-prescribed-burning

ERTOA (ENTERPRISE REGISTERED TRAINING ORGANISATION INCORPORATED)ERTOA (Enterprise Registered Training Organisation Association Incorporated) is a national association representing and supporting:

• organisations operating registered training organisations (RTOs) under the Vocational Education and Training (VET) Quality Framework who deliver training primarily to their employees and/or volunteers

• organisations who are not RTOs (or those who or engage with an external RTO) who deliver training primarily to their employees and/or volunteers

• individuals working actively as trainers, assessors or facilitators who deliver accredited training under the VET Quality Framework.

The organisations supported by ERTOA represent a distinct and unique component of the Australian VET sector, because they are in fact industry. They know what they need in terms of training.

ERTOA’s goal is to assist these organisations achieve their business needs in terms of training and development. ERTOA also supports trainers, assessors and facilitators who work within the VET industry.

www.ertoa.org.au

NAFCThe National Aerial Firefighting Centre (NAFC) was formed by the Australian States and Territories in July 2003 to provide a cooperative national arrangement for combating bushfires. It achieves this by facilitating the coordination and procurement of a fleet of highly specialised firefighting aircraft that are readily available for use by State and Territory emergency service and land management agencies across Australia.

This national aircraft fleet complements aerial firefighting resources that are arranged directly by the States and Territories. The National Fleet receives funding support from the Australian Government as well as State and Territory governments.

NAFC plays a key role in ensuring the sharing of aerial firefighting resources between emergency service and land management agencies throughout Australia, and in the development of national protocols and systems for aerial firefighting.

www.nafc.org.au

BOMThe Bureau of Meteorology is Australia’s national weather, climate and water agency. Its expertise and services assist Australians in dealing with the harsh realities of their natural environment, including drought, floods, fires, storms, tsunami and tropical cyclones. Through regular forecasts, warnings, monitoring and advice spanning the Australian region and Antarctic territory, the Bureau provides one of the most fundamental and widely used services of government.

The Bureau contributes to national social, economic, cultural and environmental goals by providing observational, meteorological, hydrological and oceanographic services and by undertaking research into science and environment related issues in support of its operations and services.

www.bom.gov.au

I 14

2.2. GLOSSARIES

AUSTRALIAN DISASTER RESILIENCE GLOSSARYThe Glossary provides a consensus on terms and definitions or information on the range of terms and definitions encountered in disaster and emergency management to account for jurisdictional and contextual variation.

knowledge.aidr.org.au/glossary

AUSTRALIAN RESUSCITATION COUNCIL GLOSSARYEntries will be limited to those used in ARC guidelines and reference to the relevant ARC guideline will be made when appropriate.

resus.org.au/glossary/

AUSTRALIAN SKILLS QUALITY AUTHORITYAustralian Skills Quality Authority (ASQA) provides a list of terms, definitions and acronyms used in the VET sector in Australia.

www.asqa.gov.au/news-publications/glossary2

BUREAU OF METEOROLOGY GLOSSARYThe terms and definitions found in this glossary relate to the science of meteorology.

www.bom.gov.au/lam/glossary/

For descriptions and definitions of words used in the Bureau’s forecasts and warnings, please refer to Weather Words.

www.bom.gov.au/info/wwords/

NATIONAL CENTRE FOR VOCATIONAL EDUCATION AND RESEARCH (NCVER) GLOSSARYThe glossary aims to provide a single reference source for definitions of terms, acronyms and organisations in Australian vocational education and training literature.

www.voced.edu.au/glossary-vet

2.3. RESEARCH PRODUCTS

AFAC DOCTRINEAFAC doctrine articulates collective emergency management knowledge. AFAC doctrine is categorised into capstone, fundamental, procedural and technical. AFAC doctrine enables organisations to work together in their daily operations.

https://www.afac.com.au/insight/doctrine

BUSHFIRE CRC FIRE NOTESWhile the site is no longer being maintained, Fire Notes from the Bushfire CRC are still available to access. Fire Notes are research summaries which outline important research findings. They are a great way to access the research and to gain an understanding of how you can benefit from the science, as well as apply the findings. Each Fire Note can be viewed on the website and are searchable by year published and topic.

http://www.bushfirecrc.com/firenotes

BNHCRC HAZARD NOTESHazard Notes are a series of topically-focused research insights. The series gives a summary of findings or to-date progress for one of the CRC’s research themes or projects.

https://www.bnhcrc.com.au/hazardnotes

NATIONAL BURNING PROJECTThis project has brought together inter-related aspects of prescribed burning across Australia to design frameworks and principles for a more holistic and consistent approach to prescribed burning practices. Resources from the National Prescribed Burning Project are available to access.

www.afac.com.au/initiative/burning

| CHAPTER 2: RESOURCES

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 15

NATIONAL STRATEGY FOR DISASTER RESILIENCE Released in 2011, Australia’s National Strategy for Disaster Resilience (NSDR) acknowledges the increasing severity and regularity of disasters in Australia and the need for a coordinated, cooperative national effort to enhance Australia’s capacity to withstand and recover from emergencies and disasters.

The NSDR describes disaster resilience as the collective responsibility of all levels of government, business, the non-government sector and individuals. Where these sectors work together with a united focus and a shared sense of responsibility to improve disaster resilience, they will be far more effective than the individual efforts of any one sector.

knowledge.aidr.org.au/resources/national-strategy-for-disaster-resilience/

AUSTRALIAN JOURNAL OF EMERGENCY MANAGEMENT The Australian Journal of Emergency Management (AJEM) is a quarterly journal of analysis, considered views, lessons learned and insights into current and future issues from researchers and practitioners at all levels of emergency management.

https://knowledge.aidr.org.au/collections/australian-journal-of-emergency-management/

AUSTRALIAN DISASTER RESILIENCE KNOWLEDGE HUBThe Australian Disaster Resilience Knowledge Hub (the ‘Knowledge Hub’) is a national, open-source platform that supports and informs policy, planning, decision making and contemporary good practice in disaster resilience. The Knowledge Hub highlights current and emerging themes in the resilience sector, linking national guidelines with research and fostering collaboration among leading agencies and organisations. The Knowledge Hub also houses information on historical Australian disasters.

The Knowledge Hub is managed by the Australian Institute for Disaster Resilience on behalf of the Australian Government and replaces the Emergency Management Knowledge Hub.

Available on the Knowledge Hub is the Handbook Collection, Australian Journal of Emergency Management, information on recovery, volunteering, lessons management, Centre of Excellence for Prescribed Burning, education and professional development resources and historical data on disasters in Australia.

knowledge.aidr.org.au/

AUSTRALIAN STANDARDSStandards Australia is the country’s leading independent, non-governmental, not-for-profit standards organisation. Standards Australia also has Australian representatives on the International Organization for Standardization (ISO) and International Electrotechnical Commission (IEC).

infostore.saiglobal.com/en-au/effective-standards-and-regulatory-management/

SAFE WORK AUSTRALIASafe Work Australia (SWA) is an Australian government statutory body established in 2008 to develop national policy relating to WHS and workers’ compensation.

SWA is jointly funded by the Commonwealth, state and territory governments through an Intergovernmental Agreement. We perform our functions in accordance with our Corporate plan and Operational plan, which are agreed annually by Ministers for Work Health and Safety.

As a national policy body, SWA does not regulate WHS laws. The Commonwealth, states and territories retain responsibility for regulating and enforcing WHS laws in their jurisdictions.

www.safeworkaustralia.gov.au

I 16

2.4. VOCATIONAL EDUCATION AND TRAINING (VET) FRAMEWORK PRODUCTS

STANDARDS FOR REGISTERED TRAINING ORGANISATIONS (RTOS) 2015The Standards describe outcomes RTOs must achieve, but do not prescribe methods by which RTOs should achieve these outcomes. This allows RTOs to be flexible and innovative in their VET delivery — an acknowledgement that each RTO is different and needs to operate in a way that suits their clients and students. By describing outcomes rather than inputs, the Standards encourage flexibility and innovation while assuring the quality of training.

www.asqa.gov.au/standards

USER’S GUIDE TO THE STANDARDS FOR REGISTERED TRAINING ORGANISATIONS (RTOS) 2015 ASQA has developed this Standards Guide to assist RTOs to understand their obligations under the revised Standards for RTOs 2015.

www.asqa.gov.au/standards

AUSTRALIAN QUALIFICATIONS FRAMEWORKThe Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools.

The AQF second edition provides the complete set of AQF policies and objectives, and information about the governing and monitoring arrangements for the AQF.

www.aqf.edu.au

FIT AND PROPER PERSON REQUIREMENTSThe purpose of the Requirements is to determine fit and proper person requirements for persons who exercise a degree of control or influence over the operation of a registered training organisation (RTO).

The Requirements form part of the VET Quality Framework. As defined in section 3 of the Act, the VET Quality Framework is comprised of the Standards for NVR Registered Training Organisations, the Australian Qualifications Framework, the Fit and Proper Person Requirements, the Financial Viability Risk Assessment Requirements and the Data Provision Requirements.

Compliance with the Requirements is a condition of registration under the Act.

www.legislation.gov.au/Details/F2011L01341

FINANCIAL VIABILITY RISK ASSESSMENT REQUIREMENTS 2011The Requirements form part of the VET Quality Framework. As defined in section 3 of the Act, the VET Quality Framework is comprised of the Standards for NVR Registered Training Organisations, the Australian Qualifications Framework, the Fit and Proper Person Requirements, the Financial Viability Risk Assessment Requirements and the Data Provision Requirements.

www.legislation.gov.au/Details/F2011L01405

DATA PROVISION REQUIREMENTS 2012The Requirements form part of the VET Quality Framework. The objectives of the Requirements are to ensure that data required by the National VET Regulator to make a decision about registration, renewal of registration and for audit purposes is made available.

The Requirements formally identify, in a legislative instrument, the data that a NVR registered training organisation, and a person seeking registration or renewal of registration, is required to make available to the National VET Regulator on request.

www.legislation.gov.au/Details/F2013C00497

| CHAPTER 2: RESOURCES

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 17

2.5. VET REGULATORY AUTHORITIES

AUSTRALIAN SKILLS QUALITY AUTHORITYThe Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

www.asqa.gov.au

VICTORIAN REGISTRATION AND QUALIFICATIONS AUTHORITY (VRQA)The Victorian Registration and Qualifications Authority (VRQA) is Victoria’s education and training regulator. VRQA is an independent statutory authority that works to assure the quality of education and training in Victoria.

www.vrqa.vic.gov.au

TRAINING ACCREDITATION COUNCIL WESTERN AUSTRALIAThe Training Accreditation Council (TAC or the Council) is Western Australia’s independent statutory body for quality assurance and recognition of vocational education and training (VET) services. The Council is established under the Vocational Education and Training Act 1996.

The Council operates within the National Skills Framework and is the Western Australian VET Regulator. It complies with the Standards for VET Regulators 2015.

www.tac.wa.gov.au

2.6. TRAINING PACKAGE DEVELOPMENT

AUSTRALIAN INDUSTRY SKILLS COMMITTEEThe AISC provides advice to Commonwealth and State Industry and Skills Ministers on the implementation of national VET policies and approves nationally recognised training packages for implementation in the VET system.

The AISC draws on advice from its network of Industry Reference Committees (IRCs). IRCs are made up of people with experience, skills and knowledge of their industry sector and are responsible for developing training packages that meet the needs of Australian industry.

www.aisc.net.au

INDUSTRY REFERENCE COMMITTEESIndustry Reference Committees (IRCs) are made up of people with close links to industry. They are leaders in their own sectors from big business to small enterprise and peak bodies to unions, who understand the skills needs of their sector, industry or occupation.

IRCs advise the AISC about the skills needs of their industry sector and ensure training packages meet the needs and concerns of employers, employees, training providers, and people seeking training qualifications.

Each IRC is supported by a Skills Service Organisation (SSO) to help them in their work. For details about SSOs visit the SSO page.

www.aisc.net.au/content/industry-reference-committees

SKILLS SERVICE ORGANISATIONSSkills Service Organisations (SSOs) are independent, professional service organisations that support Industry Reference Committees (IRCs) in their work developing and reviewing training packages.

There are six SSOs funded by the Australian Government Department of Education and Training.

SSOs support industry engagement while remaining independent from both industry and the training sector.

Each SSO provides agreed services to several IRCs.

www.aisc.net.au/content/skills-service-organisations

STANDARDS FOR TRAINING PACKAGES 2012The Standards for Training Packages ensure training packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.

The Standards for Training Packages apply to the design and development of Training Packages for endorsement consideration by the Australian Industry and Skills Committee (AISC).

www.education.gov.au/training-packages

I 18

2.7. VET LINKS

AUSTRALIAN CORE SKILLS FRAMEWORKThe Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication and numeracy.

www.education.gov.au/australian-core-skills-framework

AUSTRALIAN INDUSTRY AND SKILLS COMMITTEE – NATIONAL SCHEDULEThe National Schedule details the training package review and development work currently underway and commissioned by the Australian Industry and Skills Committee (AISC) following advice from its network of Industry Reference Committees (IRCs).

The Schedule is a single source of information for industry stakeholders who would like to be involved in consultations about skills needs in their sector. It enables government and VET regulators to better plan their engagement and related activities.

www.aisc.net.au/content/national-schedule

DEPARTMENT OF EDUCATION AND TRAINING – VETNETThe Department of Education and Training commissioned a national repository system called VETNet to store documents relating to Vocational Education and Training (VET).

VETNet provides a central storage facility for relevant current and historical materials relating to the national VET sector, in particular companion volume implementation guides.

VETNet has been designed to allow you to find information about the VET sector quickly and easily, just by using the search function. You will find information and links to other useful websites about the sector.

vetnet.education.gov.au

NCVER: VET KNOWLEDGE BANKThe VET Knowledge Bank contains a suite of products capturing Australia’s diverse, complex and ever-changing vocational education and training (VET) system.

It aims to provide a collected memory of VET reference information.

www.voced.edu.au/vet-knowledge-bank

NATIONAL VET PROVIDER COLLECTION DATA REQUIREMENTS POLICYComprehensive and timely data on vocational education and training (VET) is important for increasing the efficiency and transparency of Australia’s VET sector, to improve understanding of Australia’s VET market and management of the national VET system.

This Policy brings together requirements for collecting nationally consistent data about VET activity and processes, and for using data in statistical collections and national surveys.

The latest VET Data Policy came into effect on 1 January 2018.

www.education.gov.au/national-vet-provider-collection-data-requirements-policy

TRAINING.GOV.AUTraining.gov.au is the official national register of information on training packages, qualifications, courses, units of competency and registered training organisations (RTOs).

training.gov.au/home/tga

UNIQUE STUDENT IDENTIFIER The Unique Student Identifier (USI) is a reference number made up of ten numbers and letters that: creates a secure online record of a student’s recognised training and qualifications gained in Australia, from all training providers the students has recognised training with. The USI will give a student access to their training records and transcripts.

www.usi.gov.au

VELGVelg Training is a provider of Vocational Education and Training (VET) professional development and consulting services.

www.velgtraining.com

| CHAPTER 2: RESOURCES

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 19

| CHAPTER 3: REFERENCES

CHAPTER 3: Feedback and references

3.1. FEEDBACKYou might find this resource on the AIDR web site useful.

https://knowledge.aidr.org.au/media/3547/handbook-3-managing-exercises.pdf

3.2. REFERENCESAnonymous. 2016. Assessment in the VET sector. Department of Training and Workforce Development, Western Australia, 2nd Ed.

Government Skills Australia. 2009. Contextualisation and packaging of training packages – fact sheet. p.1 www.governmentskills.com.au/images/file_groups/8444/contextualisation_and_packaging_of_tps.pdf

Kirkpatrick, D. 1994. Evaluating Training Programs: The 4 Levels. Berret-Koehler, San Francisco.

Standards for Registered Training Organisations (RTOs). 2015. http://www.comlaw.gov.au/Details/F2014L01377.

Tovey, M D and Lawlor D R. 2008. Training in Australia. 3rd Ed. Pearson Education Australia, Frenchs Forest NSW.

I 20

Appendice 1: Example Training and Assessment Strategy

Page

1 o

f 6

PUA4

0313

Cer

tific

ate

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Pub

lic S

afet

y (F

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V in

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11

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core

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ay be

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nly 2

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ay be

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is qu

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to thi

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) into

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Pre-

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s to

this

unit

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tle

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AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 21

Page

2 o

f 6

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App

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1st C

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DF is

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the r

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f Sen

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d bey

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there

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l requ

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may n

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Educ

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servi

ces t

o tak

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o com

plete

this s

tudy

as re

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d St

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rogr

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desig

ned t

o mee

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pecif

ied re

quire

ments

of F

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1st C

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t Clas

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1st C

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3 and

Sen

ior Y

ear 2

, as

deter

mine

d thr

ough

a DA

CUM

proc

ess.

Th

e pro

gram

is de

signe

d to p

rovid

e Fire

fighte

rs wi

th sp

ecific

know

ledge

and s

kills

in the

area

s of W

HS, c

ommu

nicat

ions,

worki

ng w

ithin

an em

erge

ncy s

ervic

es

orga

nisati

on, a

s well

as in

the o

pera

tiona

l org

anisa

tiona

l spe

cific

area

s. Fo

cus i

s plac

ed up

on th

e attit

ude

and a

pplic

ation

disp

layed

by tr

aining

partic

ipants

to en

sure

that

all a

reas

of th

e pro

gram

are a

dher

ed to

on a

cons

isten

t and

co

ntextu

al ba

sis; p

artic

ularly

the

abilit

y to w

ork s

afely

and e

ffecti

vely

as a

memb

er of

a tea

m.

Deliv

ery o

f train

ing is

desig

ned f

or on

-the-

job an

d self

-dire

cted,

distan

ce de

liver

y usin

g a co

mbina

tion o

f sim

ulated

, rea

l-life

and t

heor

y bas

ed m

ethod

ologie

s via

Train

ing R

esou

rce K

its (T

RKs).

This

dista

nce-

base

d mod

el all

ows l

earn

ers t

o stud

y ind

ividu

al or

clus

tered

units

of co

mpete

ncy a

t their

own p

ace a

roun

d the

ir op

erati

onal

dutie

s, pr

ovidi

ng op

portu

nity f

or ac

tion l

earn

ing.

Lear

ners

are g

iven t

ime o

n shif

t to un

derta

ke st

udy a

nd ar

e sup

porte

d by s

elf-p

aced

lear

ning m

ateria

ls an

d acti

vities

that

enco

urag

e the

appli

catio

n of th

eir

deve

loped

know

ledge

durin

g ope

ratio

nal ta

sks.

They

are a

lso su

ppor

ted by

their

Stat

ion O

fficer

and

Senio

r Fire

fighte

rs wh

o are

quali

fied A

sses

sors

and p

rovid

e wo

rkplac

e ins

tructi

on an

d ass

essm

ent. C

omma

nder

s also

prov

ide su

pervi

sion a

nd su

ppor

t as r

equir

ed ba

sis.

Once

the l

earn

er is

read

y for

asse

ssme

nt the

y the

n neg

otiate

with

their

Stat

ion O

fficer

to un

derta

ke th

e ass

essm

ent.

Ea

ch un

it of c

ompe

tency

unde

rtake

n in t

his qu

alific

ation

is su

ppor

ted b

y an i

ndivi

dual

Train

ing R

esou

rce K

it (T

RK) o

r equ

ivalen

t lear

ner r

esou

rces,

usua

lly

avail

able

in bo

th ha

rd an

d soft

copie

s. F

or fu

ll deta

ils of

the c

onten

t for in

dividu

al un

its, r

efer t

o the

corre

spon

ding T

RK.

Each

TRK

has c

orre

spon

ding a

sses

smen

t map

ping s

howi

ng ho

w th

e lea

rning

and a

sses

smen

t alig

ns to

the u

nit cr

iteria

So

me fa

cilita

ted w

orks

hops

may

be f

acilit

ated b

y MFS

Edu

catio

n Se

rvice

s if r

equir

ed by

the s

tuden

t gro

up.

Addit

ional

Stud

ent S

uppo

rt is

coor

dinate

d by M

FS E

duca

tion

Servi

ces v

ia em

ail, te

lepho

ne an

d fac

e to

face,

as re

quire

d.

Spec

ificall

y for

the F

irst A

rriva

l Offic

er an

d Stat

ion O

fficer

Pre

para

tion p

rogr

ams,

sche

duled

train

ing an

d ass

essm

ent w

orks

hops

are c

ondu

cted i

n the

Sim

ulated

Co

mpute

r Lea

rning

Suit

e loc

ated

at MF

S An

gle P

ark T

raini

ng C

entre

. In be

twee

n the

form

al lea

rning

wor

ksho

p and

final

asse

ssme

nt, F

irefig

hters

are r

equir

ed to

co

ntinu

e with

self-p

aced

, dist

ance

lear

ning a

ctivit

ies in

their

wor

kplac

e (St

ation

) and

will

rece

ive in

struc

tion f

rom

their S

uper

vising

Offic

er.

I 22

Page

3 o

f 6

W

orkp

lace S

kill A

lignm

ent

Prog

ram

Are

a Un

it Co

de

Ge

nera

l Wor

k Skil

ls W

HS

PUAE

MR

022

Le

ader

ship

PUAT

EA00

3B

BSBM

GT4

01A

Ma

nage

ment

PU

AMAN

002B

Ind

ustry

Spe

cific

Skills

Inc

ident

Mana

geme

nt PU

AOPE

012A

PU

AOPE

015A

Comm

unity

Infor

matio

n PU

ACO

M00

5B

PUAC

OM

012B

Fir

e Safe

ty PU

AFIR

403B

PU

AFIR

404B

PU

AFIR

405B

As

sess

men

t Ar

rang

emen

ts an

d Me

thod

s

Asse

ssme

nt is

cond

ucted

durin

g the

prog

rams

using

a co

mbina

tion

of wr

itten q

uesti

ons,

workp

lace a

nd si

mulat

ed de

mons

tratio

n and

self-a

sses

smen

ts.

Quali

fied w

orkp

lace

Asse

ssor

s are

avail

able

at all

Stat

ions t

o pro

vide a

sses

smen

t opp

ortun

ities f

or p

artic

ipants

(Stat

ion O

fficer

s and

/or S

enior

Fire

fighte

rs). T

he

only

exce

ption

is fo

r the

Firs

t Arri

val O

fficer

and t

he S

tation

Offic

er P

repa

ratio

n pro

gram

s whic

h mus

t only

be as

sess

ed by

MFS

appr

oved

Incid

ent M

anag

emen

t Ins

tructo

rs at

the M

FS A

ngle

Park

Train

ing C

entre

. Un

its of

comp

etenc

e for

ming

the

quali

ficati

on ar

e ass

esse

d thr

ough

on-st

ation

activ

ities,

drills

and o

pera

tiona

l resp

onse

. Ea

ch T

RK ha

s cor

resp

ondin

g ass

essm

ent m

appin

g sho

wing

how

the l

earn

ing an

d ass

essm

ent a

ligns

to th

e unit

crite

ria.

Ev

iden

ce G

athe

ring

Tech

niqu

es

Pr

ogra

m A

rea

A B

C D

E F

G H

W

HS

Le

ader

ship

Ma

nage

ment

Inc

ident

Mana

geme

nt

Co

mmun

ity E

duca

tion

Fir

e Safe

ty

Ke

y A

Dem

onstr

ation

C

Inter

view

E R

ole P

lay

G W

ritten

test

B

Que

stion

ing

D S

cena

rio (p

roble

m so

lving

) F

Cas

e stud

y (fau

lt find

ing)

H Si

mulat

ed E

xerci

se

Deliv

ery a

nd

Asse

ssm

ent S

taff

Plea

se re

fer to

App

endix

B –

Tra

iner a

nd A

sses

sor M

atrix

MF

S pe

rsonn

el ba

sed a

t the L

earn

ing &

Dev

elopm

ent D

epar

tmen

t that

are r

espo

nsibl

e for

:

• de

velop

ing de

liver

y and

asse

ssm

ent m

ateria

ls an

d pro

cess

es (T

RK’S

) (T

raini

ng O

fficer

s, Tr

aining

Res

ource

Dev

elope

rs)

| APPENDICE 1

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 23

Page

3 o

f 6

W

orkp

lace S

kill A

lignm

ent

Prog

ram

Are

a Un

it Co

de

Ge

nera

l Wor

k Skil

ls W

HS

PUAE

MR

022

Le

ader

ship

PUAT

EA00

3B

BSBM

GT4

01A

Ma

nage

ment

PU

AMAN

002B

Ind

ustry

Spe

cific

Skills

Inc

ident

Mana

geme

nt PU

AOPE

012A

PU

AOPE

015A

Comm

unity

Infor

matio

n PU

ACO

M00

5B

PUAC

OM

012B

Fir

e Safe

ty PU

AFIR

403B

PU

AFIR

404B

PU

AFIR

405B

As

sess

men

t Ar

rang

emen

ts an

d Me

thod

s

Asse

ssme

nt is

cond

ucted

durin

g the

prog

rams

using

a co

mbina

tion

of wr

itten q

uesti

ons,

workp

lace a

nd si

mulat

ed de

mons

tratio

n and

self-a

sses

smen

ts.

Quali

fied w

orkp

lace

Asse

ssor

s are

avail

able

at all

Stat

ions t

o pro

vide a

sses

smen

t opp

ortun

ities f

or p

artic

ipants

(Stat

ion O

fficer

s and

/or S

enior

Fire

fighte

rs). T

he

only

exce

ption

is fo

r the

Firs

t Arri

val O

fficer

and t

he S

tation

Offic

er P

repa

ratio

n pro

gram

s whic

h mus

t only

be as

sess

ed by

MFS

appr

oved

Incid

ent M

anag

emen

t Ins

tructo

rs at

the M

FS A

ngle

Park

Train

ing C

entre

. Un

its of

comp

etenc

e for

ming

the

quali

ficati

on ar

e ass

esse

d thr

ough

on-st

ation

activ

ities,

drills

and o

pera

tiona

l resp

onse

. Ea

ch T

RK ha

s cor

resp

ondin

g ass

essm

ent m

appin

g sho

wing

how

the l

earn

ing an

d ass

essm

ent a

ligns

to th

e unit

crite

ria.

Ev

iden

ce G

athe

ring

Tech

niqu

es

Pr

ogra

m A

rea

A B

C D

E F

G H

W

HS

Le

ader

ship

Ma

nage

ment

Inc

ident

Mana

geme

nt

Co

mmun

ity E

duca

tion

Fir

e Safe

ty

Ke

y A

Dem

onstr

ation

C

Inter

view

E R

ole P

lay

G W

ritten

test

B

Que

stion

ing

D S

cena

rio (p

roble

m so

lving

) F

Cas

e stud

y (fau

lt find

ing)

H Si

mulat

ed E

xerci

se

Deliv

ery a

nd

Asse

ssm

ent S

taff

Plea

se re

fer to

App

endix

B –

Tra

iner a

nd A

sses

sor M

atrix

MF

S pe

rsonn

el ba

sed a

t the L

earn

ing &

Dev

elopm

ent D

epar

tmen

t that

are r

espo

nsibl

e for

:

• de

velop

ing de

liver

y and

asse

ssm

ent m

ateria

ls an

d pro

cess

es (T

RK’S

) (T

raini

ng O

fficer

s, Tr

aining

Res

ource

Dev

elope

rs)

Page

4 o

f 6

• pr

ovidi

ng gu

idanc

e to o

ther d

elive

ry an

d ass

essm

ent s

taff

(Coo

rdina

tor Q

uality

Lear

ning S

ystem

s, Co

ordin

ator E

duca

tion

Servi

ces).

are c

onsid

ered

to be

Tra

iner A

sses

sors

unde

r the

defin

itions

of th

e VET

Qua

lity F

rame

work

and m

ust h

old th

e foll

owing

:

• Ce

rtifica

te IV

in T

raini

ng an

d As

sess

ment

(TAE

4011

0 or T

AA40

104)

and;

• de

mons

trated

curre

nt vo

catio

nal c

ompe

tencie

s at le

ast to

the l

evel

of tho

se be

ing de

liver

ed an

d cur

rent

VET

comp

etenc

e.

Wor

kplac

e ins

tructi

on an

d ass

essm

ent fo

r self

-dire

cted T

RKs w

ill be

prov

ided b

y Stat

ion O

fficer

s and

/or S

enior

Fire

fighte

rs (S

uper

vising

Offic

ers)

locate

d at

Stati

ons.

Supe

rvisin

g Offic

ers a

re op

erati

onal

perso

nnel

who c

ondu

ct as

sess

ments

and w

ill:

• op

erate

unde

r the

supe

rvisio

n and

instr

uctio

n of th

e MFS

Lear

ning

& De

velop

ment

Depa

rtmen

t

• be

resp

onsib

le for

deliv

ering

wor

kplac

e ins

tructi

on an

d coa

ching

to th

eir cr

ew

• co

nduc

t ass

essm

ents

for cr

ew m

embe

rs tha

t are

stud

ying s

elf-d

irecte

d TRK

s as p

art o

f their

SDF

prog

ram

using

the d

elive

ry an

d ass

essm

ent m

ateria

ls pr

ovide

d to t

hem

by th

e MFS

Lear

ning &

Dev

elopm

ent D

epar

tmen

t

• pa

rticipa

te in

profe

ssion

al de

velop

ment

activ

ities a

s req

uired

by th

e MFS

Lear

ning &

Dev

elopm

ent D

epar

tmen

t, and

are c

onsid

ered

to be

Ass

esso

rs un

der t

he de

finitio

ns of

the V

ET Q

uality

Fra

mewo

rk mu

st ho

ld the

follo

wing

as a

minim

um:

• TA

EDEL

301A

, TAE

ASS4

01B,

TAE

ASS4

02B,

TAE

ASS4

03B,

or

• TA

ADEL

301A

, TAA

ASS4

01A,

TAA

ASS4

02A,

TAA

ASS4

04A,

or

• Ce

rtifica

te IV

in T

raini

ng an

d As

sess

ment

(TAE

4011

0 or T

AA40

104)

, and

• de

mons

trated

curre

nt vo

catio

nal c

ompe

tencie

s at le

ast to

the l

evel

of tho

se be

ing de

liver

ed an

d cur

rent

VET

comp

etenc

e.

For t

he F

irst A

rriva

l Offi

cer a

nd S

tatio

n Of

ficer

Pre

para

tion

prog

rams

are d

elive

red a

nd as

sess

ed on

ly by

orga

nisati

onall

y app

rove

d Inc

ident

Mana

geme

nt Tr

aining

Offic

ers w

ho ho

ld the

follo

wing

: •

Certif

icate

IV in

Tra

ining

and

Asse

ssme

nt (T

AE40

110 o

r TAA

4010

4), a

nd

• cu

rrent

Incide

nt Ma

nage

ment

voca

tiona

l com

peten

cies,

includ

ing th

e tra

ining

requ

ired t

o use

the V

ector

Com

mand

(sim

ulator

) tec

hnolo

gy .

St

aff T

ype

1 Inc

ident

Mana

geme

nt Tr

aining

Offic

er

3 Tr

aining

Res

ource

Dev

elope

r 5 E

xtern

al Pr

ovide

r

2 Su

pervi

sing O

fficer

(W

orkp

lace I

nstru

ctor A

sses

sor)

4 Tr

aining

Offic

er

Pr

ogra

m A

rea

Staf

f Typ

e In

stru

ct

Train

As

sess

St

aff C

ompe

tenc

y

Vo

catio

nal

VET

W

HS

PUAE

MR

022

5 N/

A N/

A N/

A N/

A N/

A

Le

ader

ship

PUAT

EA00

3B

BSBM

GT4

01A

5 N/

A N/

A N/

A N/

A N/

A

Ma

nage

ment

1

I 24

Page

5 o

f 6

PU

AM

AN00

2B

3, 4

2

Inc

ident

Mana

geme

nt PU

AOPE

012A

PU

AOPE

015A

1

3,

4

2

Co

mmun

ity In

forma

tion

PUAC

OM

005B

PU

ACO

M01

2B

1

3,

4

2

Fir

e Safe

ty PU

AFIR

403B

PU

AFIR

404B

PU

AFIR

405B

3, 4

2

Lang

uage

, Lite

racy

&

Num

erac

y Th

e LLN

leve

ls re

quire

d by s

tuden

ts at

this l

evel

are:

• Th

e abil

ity to

read

and i

nterp

ret s

tructu

rally

intric

ate te

xts in

chos

en fie

lds of

know

ledge

whic

h req

uire i

ntegr

ation

of se

vera

l piec

es of

infor

matio

n for

ge

nera

ting m

eanin

g. •

The a

bility

to in

terpr

et tex

ts, w

hich i

n clud

e amb

iguity

and i

nexp

licitn

ess w

here

read

er ne

eds t

o dist

inguis

h fac

t from

opini

on an

d infe

r pur

pose

•

The a

bility

to in

terpr

et an

d extr

apola

te fro

m tex

ts co

ntaini

ng da

ta wh

ich in

clude

s som

e abs

tracti

on, s

ymbo

lism,

and t

echn

icality

pres

ented

in gr

aphic

, dia

gram

matic

, form

atted

or vi

sual

form.

•

Comm

unica

tes co

mplex

relat

ionsh

ips be

twee

n ide

as by

matc

hing

style

of wr

iting t

o pur

pose

and a

udien

ce

• Ge

nera

tes w

ritten

texts

refle

cting

a ra

nge o

f gen

res a

nd us

ing ap

prop

riate

struc

ture a

nd la

yout.

•

Selec

ts an

d inv

estig

ates a

ppro

priat

e math

emati

cal in

forma

tion a

nd re

lation

ships

embe

dded

in an

activ

ity, it

em or

text

• Se

lects

and a

pplie

s an e

xpan

ding

rang

e of m

athem

atica

l stra

tegies

flexib

ly to

solve

prob

lems i

n a va

riety

of co

ntexts

. •

Exam

ines a

nd qu

estio

ns th

e app

ropr

ia ten

ess,

poss

ible i

nterp

retat

ions a

nd im

plica

tions

of as

pects

of a

math

emati

cal a

ctivit

y •

Uses

a ra

nge o

f ora

l and

writt

en in

forma

l and

form

al lan

guag

e and

repr

esen

tation

, inclu

ding s

ymbo

ls, di

agra

ms an

d cha

rts, to

comm

unica

te ma

thema

ticall

y.

Lear

ner S

uppo

rt Se

rvice

s Le

arnin

g aga

inst th

ese u

nits o

f com

peten

cy ar

e des

igned

to be

deliv

ered

on-sh

ift to

prov

ide th

e mos

t flex

ibility

for f

irefig

hters

to co

mplet

e give

n the

vario

us sh

ifts

and l

eave

bloc

k ove

r the

eligi

ble g

roup

of fir

efigh

ters.T

his di

stanc

e ba

sed m

odel

also e

nable

s the

appli

catio

n of in

dividu

al kn

owled

ge d

evelo

ped i

n a te

am ba

sed

oper

ation

al en

viron

ment.

Le

arnin

g aga

inst th

e unit

s in t

his p

rogr

am is

facil

itated

thro

ugh a

self-p

aced

mod

el. Le

arne

rs re

ceive

indiv

idual

supp

ort fr

om th

eir co

lleag

ues a

nd S

uper

vising

Of

ficer

on-sh

ift an

d also

via

Educ

ation

Ser

vices

. Th

e Firs

t Arri

val O

fficer

and S

tation

Offic

er P

repa

ratio

n pro

gram

s are

facil

itated

as w

orks

hops

prov

iding

oppo

rtunit

ies fo

r lear

ners

to re

ceive

dire

ct fee

dbac

k fro

m cu

rrent

oper

ation

al Of

ficer

s usin

g co

mpute

r bas

ed si

mulat

ion to

ols.

This

envir

onme

nt als

o ser

ves t

o pr

ovide

oppo

rtunit

ies fo

r the

appli

catio

n of o

pera

tiona

l de

cision

mak

ing in

a co

ntroll

ed e

nviro

nmen

t with

low

risk t

o lea

rner

s, the

ir cre

ws an

d the

publi

c whil

e dev

elopin

g com

peten

ce.

Lear

ning s

uppo

rt is

avail

able

for st

uden

ts re

quirin

g ass

istan

ce to

mee

t the r

equir

emen

ts of

their t

raini

ng pr

ogra

m. Le

arnin

g sup

port

is pr

ovide

d by t

he Le

arnin

g an

d Dev

elopm

ent D

epar

tmen

t thro

ugh a

numb

er of

mod

es in

cludin

g: •

Tech

nical

supp

ort th

roug

h the

desig

nated

subje

ct ma

tter e

xper

t with

in the

L&D

Depa

rtmen

t

| APPENDICE 1

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 25

Page

5 o

f 6

PU

AM

AN00

2B

3, 4

2

Inc

ident

Mana

geme

nt PU

AOPE

012A

PU

AOPE

015A

1

3,

4

2

Co

mmun

ity In

forma

tion

PUAC

OM

005B

PU

ACO

M01

2B

1

3,

4

2

Fir

e Safe

ty PU

AFIR

403B

PU

AFIR

404B

PU

AFIR

405B

3, 4

2

Lang

uage

, Lite

racy

&

Num

erac

y Th

e LLN

leve

ls re

quire

d by s

tuden

ts at

this l

evel

are:

• Th

e abil

ity to

read

and i

nterp

ret s

tructu

rally

intric

ate te

xts in

chos

en fie

lds of

know

ledge

whic

h req

uire i

ntegr

ation

of se

vera

l piec

es of

infor

matio

n for

ge

nera

ting m

eanin

g. •

The a

bility

to in

terpr

et tex

ts, w

hich i

nclud

e amb

iguity

and i

nexp

licitn

ess w

here

read

er ne

eds t

o dist

inguis

h fac

t from

opini

on an

d infe

r pur

pose

•

The a

bility

to in

terpr

et an

d extr

apola

te fro

m tex

ts co

ntaini

ng da

ta wh

ich in

clude

s som

e abs

tracti

on, s

ymbo

lism,

and t

echn

icality

pres

ented

in gr

aphic

, dia

gram

matic

, form

atted

or vi

sual

form.

•

Comm

unica

tes co

mplex

relat

ionsh

ips be

twee

n ide

as by

matc

hing

style

of wr

iting t

o pur

pose

and a

udien

ce

• Ge

nera

tes w

ritten

texts

refle

cting

a ra

nge o

f gen

res a

nd us

ing ap

prop

riate

struc

ture a

nd la

yout.

•

Selec

ts an

d inv

estig

ates a

ppro

priat

e math

emati

cal in

forma

tion a

nd re

lation

ships

embe

dded

in an

activ

ity, it

em or

text

• Se

lects

and a

pplie

s an e

xpan

ding

rang

e of m

athem

atica

l stra

tegies

flexib

ly to

solve

prob

lems i

n a va

riety

of co

ntexts

. •

Exam

ines a

nd qu

estio

ns th

e app

ropr

iaten

ess,

poss

ible i

nterp

retat

ions a

nd im

plica

tions

of as

pects

of a

math

emati

cal a

ctivit

y •

Uses

a ra

nge o

f ora

l and

writt

en in

forma

l and

form

al lan

guag

e and

repr

esen

tation

, inclu

ding s

ymbo

ls, di

agra

ms an

d cha

rts, to

comm

unica

te ma

thema

ticall

y.

Lear

ner S

uppo

rt Se

rvice

s Le

arnin

g aga

inst th

ese u

nits o

f com

peten

cy ar

e des

igned

to be

deliv

ered

on-sh

ift to

prov

ide th

e mos

t flex

ibility

for f

irefig

hters

to co

mplet

e give

n the

vario

us sh

ifts

and l

eave

bloc

k ove

r the

eligi

ble g

roup

of fir

efigh

ters.T

his di

stanc

e ba

sed m

odel

also e

nable

s the

appli

catio

n of in

dividu

al kn

owled

ge d

evelo

ped i

n a te

am ba

sed

oper

ation

al en

viron

ment.

Le

arnin

g aga

inst th

e unit

s in t

his p

rogr

am is

facil

itated

thro

ugh a

self-p

aced

mod

el. Le

arne

rs re

ceive

indiv

idual

supp

ort fr

om th

eir co

lleag

ues a

nd S

uper

vising

Of

ficer

on-sh

ift an

d also

via

Educ

ation

Ser

vices

. Th

e Firs

t Arri

val O

fficer

and S

tation

Offic

er P

repa

ratio

n pro

gram

s are

facil

itated

as w

orks

hops

prov

iding

oppo

rtunit

ies fo

r lear

ners

to re

ceive

dire

ct fee

dbac

k fro

m cu

rrent

oper

ation

al Of

ficer

s usin

g co

mpute

r bas

ed si

mulat

ion to

ols.

This

envir

onme

nt als

o ser

ves t

o pr

ovide

oppo

rtunit

ies fo

r the

appli

catio

n of o

pera

tiona

l de

cision

mak

ing in

a co

ntroll

ed e

nviro

nmen

t with

low

risk t

o lea

rner

s, the

ir cre

ws an

d the

publi

c whil

e dev

elopin

g com

peten

ce.

Lear

ning s

uppo

rt is

avail

able

for st

uden

ts re

quirin

g ass

istan

ce to

mee

t the r

equir

emen

ts of

their t

raini

ng pr

ogra

m. Le

arnin

g sup

port

is pr

ovide

d by t

he Le

arnin

g an

d Dev

elopm

ent D

epar

tmen

t thro

ugh a

numb

er of

mod

es in

cludin

g: •

Tech

nical

supp

ort th

roug

h the

desig

nated

subje

ct ma

tter e

xper

t with

in the

L&D

Depa

rtmen

t

Page

6 o

f 6

• Su

ppor

t at th

e Stat

ion le

vel fr

om th

e des

ignate

d Sup

ervis

ing O

fficer

•

Lang

uage

, liter

acy a

nd nu

mera

cy su

ppor

t to as

sist in

dividu

als m

eetin

g cou

rse re

quire

ments

as id

entifi

ed

• Ad

minis

trativ

e sup

port

(L&D

Dep

artm

ent)

to as

sist w

ith fo

rmatt

ing o

f cou

rse re

quire

ments

and e

nsur

e acc

urate

infor

matio

n reg

ardin

g cou

rse tim

eline

s and

re

quire

ments

. In

frast

ruct

ure

Requ

irem

ents

(a

tick i

ndica

tes t

he R

TO

has t

he re

quire

d inf

rastr

uctu

re)

All s

taff in

volve

d in t

he de

liver

y, as

sess

ment

and d

evelo

pmen

t of th

is qu

alific

ation

have

elec

tronic

acce

ss to

the c

urre

nt ve

rsion

of th

e Pu

blic S

afety

Train

ing

pack

age,

includ

ing ap

prop

riate

units

of co

mpete

ncy,

asse

ssme

nt gu

idelin

es an

d qua

lifica

tion s

tructu

re

All s

taff in

volve

d in d

elive

ring t

he p

rogr

am ha

s acc

ess t

o tra

iner,

asse

ssor

and c

andid

ate su

ppor

t mat

erial

s rele

vant

to the

ir are

as of

deliv

ery.

Al

l ass

esso

rs ha

ve ac

cess

to pr

int an

d elec

tronic

copie

s of th

e ass

essm

ent to

ols us

ed in

this

prog

ram.

Tr

aining

facil

ities u

sed a

re M

FS A

ngle

Park

Train

ing C

entre

, MFS

HQ

Train

ing C

entre

, CFS

Bru

kung

a Tra

ining

Cen

tre.

Equip

ment

used

in tr

aining

prog

ram

is av

ailab

le on

shift

at the

Fire

Stat

ions

Spec

ificall

y for

the F

irst A

rriva

l Offic

er an

d Stat

ion O

fficer

Pre

para

tion p

rogr

ams,

Lear

ners

are s

ched

uled f

or ac

cess

to th

e Sim

ulated

Com

puter

Lear

ning

Suite

loca

ted at

MFS

Ang

le Pa

rk Tr

aining

Cen

tre

Lear

ners

have

acce

ss to

the n

eces

sary

Lear

ners

Guide

s, Le

arne

rs W

orkb

ooks

and s

uppo

rting r

esou

rces e

ither

via h

ard c

opy (

indivi

dual

distrib

ution

/ on-

statio

n res

ource

s) or

soft c

opy (

intra

net, U

SB, o

r MFS

Mem

bers

Only

Web

site)

as ap

prop

riate.

Ex

it Pa

thwa

ys an

d Aw

ards

Al

l can

didate

s tha

t suc

cess

fully

comp

lete a

ll of th

e req

uirem

ents

are a

ward

ed th

e Cer

tifica

te IV

in P

ublic

Saf

ety (

Fire

fight

ing

and

Emer

genc

y Ope

ratio

ns).

W

hilst

learn

ers a

re pr

ogre

ssing

thro

ugh t

heir s

tudies

, at th

e suc

cess

ful co

mplet

ion of

each

unit o

f com

peten

cy, th

e lea

rner

s’ tra

ining

reco

rd w

ill be

upda

ted by

the

ir ass

esso

r via

their s

oft-co

py re

cord

on th

e Tra

ining

Adm

inistr

ation

Sys

tem (T

AS).

State

ments

of A

ttainm

ent a

re is

sued

after

succ

essfu

l com

pletio

n of e

ach

unit o

f com

peten

cy an

d whe

n all r

equir

emen

ts ha

ve be

en m

et for

a ful

l qua

lifica

tion,

a par

chme

nt wi

ll be a

ward

ed.

From

the r

ank o

f Sen

ior F

irefig

hter,

oper

ation

al sta

ff can

choo

se to

conti

nue t

heir s

tudy b

y way

of a

Diplo

ma in

Pub

lic S

afety

(Fire

fighti

ng M

anag

emen

t).

In ad

dition

, they

may

also

enro

l in ot

her s

pecia

list, a

ccre

dited

lear

ning p

athwa

ys re

lated

to E

merg

ency

Com

munic

ation

s Cen

tre O

pera

tions

or S

A Ur

ban S

earch

an

d Res

cue.

Th

e com

pletio

n of s

tudy r

equir

emen

ts is

linke

d to t

he M

FS pr

omoti

onal

proc

ess,

and t

he M

FS E

nterp

rise A

gree

ment

2013

.

I 26

Appendice 2: Example Training and Assessment Strategy

Page 1 of 9

A Training and Assessment Strategy (TAS) is required for each Training Product on the department’s scope of registration, as outlined in clauses 1.1 to 1.4 and 2.2 of the Standards for Registered Training Organisations (RTOs)

The TAS should not be a ‘static’ document. It is the intention of the Operational Training Unit to assist Course Custodians to develop and maintain their TAS document. It has been developed with the department’s enterprise training and assessment model in mind. To be compliant all sections must be completed by the Course Custodian of the Training Product.

Section 5 of the TAS aims to provide Course Custodians with a straightforward way to meet Clause 1.9 of the Standards for RTOs. Section 5 has dropdown items to record naturally occurring evidence for engagement and validation activities.

Internal and external stakeholders often give information to training personnel about training delivery, assessment practices and learning resources. When relevant and practical this informal information should also be recorded in section 5 of the TAS. Changes to industry technology and techniques, legislation, and the training package itself should also be recorded here.

By completing this section Course Custodians will record how the Training Product was systematically validated, monitored and improved. Section 5 will also be supported by the department’s overarching Validation Plan, Validation Schedule and Validation Tools.

The information in the green shaded sections is required on the TAS and should not be removed.

Information sheets are also available to provide more detail about each section.

Version Control Version number

Date changed Brief description of changes Name

1 17/05/18 Transition to new TAS template XXX 2 2/08/18 Update vocational competencies XXX Click here to

enter a date.

Click here to enter a date.

To repeat row, select one of the cells in the bottom row and click the blue plus sign.

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 27

Page 2 of 9

Section 1 Qualification overview 1.1 Custodian Details Course Custodian

XXXX RTO code 0397

Email XXXX@dbca.wa.gov.au Branch Parks and Wildlife Service

Phone 04xx xxx xxx Division Regional and Fire Management Services Division

1.2 Training Product Details Title Code Basic Chainsaw Course – One (1) unit of competency is included in this course Version Release Training Package

N/A

Release Date N/A Status

Current

Is this part of a training program? No

Based on information from www.training.gov.au the following packaging rules apply for completion of this qualification.

N/A

1.3 Units of Competency Code/Title Core Elec Pre Co Lic AHCMOM213 Operate and maintain chainsaws ☐ ☐ ☐ ☐ ☐ Description of licensing requirements (from packaging rules) No occupational licensing, legislative or certification requirements are known to apply to this unit at the time of publication. 1.4 Learners and Internal Clients - Department of Biodiversity, Conservation and Attractions (DBCA) The target participants are nominated by their manager or supervisor or through a skills gap analysis during the Professional Development Plan (PDP). The target participants are department employees, they may be existing, new workers or MATES trainees who are required to use a chainsaw for their work. Participants may also include those required to use a chainsaw while working as a volunteer (either for the department or Local Government Brigades) This course is also suitable for other department employees that are required to use a chainsaw for their work. Trainer/Assessor will provide support and information to Learners that queries related to literacy and/or numeracy support; changes to scheduled assessment times or venues; gender and cultural beliefs; adjustments to the format of assessment materials; or the use of a scribe.

1.5 Industry input into this training product A need for this Training Product was identified for the department through one or more industry engagement activities listed below. The industry engagement activities enabled course developers to identify a target group and select the most appropriate units, assessment practices and resources for them. Parks and Wildlife Services identified an operational training need for this target group. The unit selected in this training product meets the operational outcomes. The LDSC representative found the training outcomes suitable to these Learners. Parks and Wildlife Personnel are required to use chainsaws as part of

Training needs were identified by individual staff members through their PDP meetings. The knowledge and skills to complete assessments to a workplace standard were developed in consultation with XXXX (Senior Operations Officer/Work Program Coordinator). XX supervises Conservation employee,

I 28

Page 3 of 9

their operational duties in a variety of workplace situations, including xxxxx The aims and outcomes of this Training Product were established in consultation with XXXX (Senior Operations Officer/Work Program Coordinator). XX supervises Conservation employee, Works Programs, Industrial relations issues affecting AWU employees

Works Programs, Industrial relations issues affecting AWU employees. The training and assessment staff for this Training Product participated in Enter any details about professional development that Trainers or Assessors have done that can show currency for this Training Product. I think you attended a chainsaw conference?

| APPENDICE 2

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 29

Page 4 of 9

Section 2 Amount of Training, Volume of Learning and Learning Environment 2.1 Amount of Training

The AQF volume of learning for a Certificate II (0.5 - 1 year) is 600 -1200 hours. The amount of training provided as a component of this qualification is X hours, made up of:

• Enter number of hours/weeks/months hours/weeks/months of structured supervised workplace learning

• Enter number of hours/weeks/months hours/weeks/months of unstructured workplace learning • 14 hours of formal learning (classroom, online, correspondence)

As an enterprise RTO, the Learners also participate in workplace tasks relevant to AHCMOM203 during the normal course of their work. provide details or delete if not applicable Additional volume of learning is also demonstrated by:

• A Pre-Course theory component is also required comprising of provide details or delete if not applicable The “amount of training” hours are significantly Choose an item than the required hours for this Training Product. Provide detail that explains the rationale for reducing/increasing the duration or delete if not applicable Assessment tasks are not included in the Amount of Training hours stated above 2.2 Entry Requirements – (Participation information) The specific entry requirements applicable to this training product are outlined below: All Learners are informed about entry requirements prior to enrolment through the Learner handbook. All Learners a provided with Choose an item. ☐ Pre and/or Co-requisites requirement

☒ Learners must be in a "fit for work" condition -

DPAW Code of Conduct and Drug and Alcohol Policy No. 30

☐ Prior learning requirements

☐ Industry card requirements

☐ Prior Industry skills/knowledge/experience

☐ Required Fitness level

☐ Licensing/Regulations/Industry regulation requirements

☐ Age restrictions Minimum Education There is no minimum education standard set as a pre- entry requirement. A general command of spoken and written English, is required as this course requires the satisfactory completion of oral and written tasks. Language Literacy and Numeracy (LLN) Learners will require ☒ Good written skills ☒ Good oral communication skills ☐ Other

☐ Training staff will review a Learner’s LLN skills during the application process through Enter details if selected.

☐ Learners that require LLN support will be provided with a

referral to an external LLN program or Enter other details if selected.

2.3 Employment and Study Pathways ☐ Further employment pathways/opportunities maybe available to Learners who complete this qualification N/A

☐ Further study pathways available to Learners who complete this qualification include: N/A

I 30

Page 5 of 9

2.4 Mode of Delivery (indicate the main mode or modes)

☐ Face-to-face (one to one)

☒ Face-to-face (group)

☐ Online

☐ Correspondence

☐ On the job

☐ Combined Training

☐ Other

2.5 Recognition of Prior Learning and Credit Transfers Learners can have their competency from prior learning and work experience recognised – details of the skills recognition processes offered by the department’s RTO are outlined in the Formal Training Handbook. 2.6 Educational and Support Services Learners are provided with Educational and Support Services - details of the services provided by the department’s RTO are outlined in the Formal Training Handbook. Reasonable adjustment will be considered and provided to Learners where there is not an unfair advantage.

☒ Learners may negotiate alternative times to undergo assessment if required by contacting, their Trainer/Assessor.

☒ Learners may request an extension before the end of the program by contacting their Trainer/Assessor. ☒ Learners may negotiate additional training support if required by contacting their Trainer/Assessor.

2.7 Physical and Learning Resources All training rooms used for the delivery and assessment for this qualification/course are equipped with:

• Projector /screen • Whiteboard, /markers, • Tea and coffee facilities

All Trainers/Assessors are provided with • Laptop/computer/printer • USB stick with current resources • Attendance sheet templates • Assessment marking keys • Session plans • PowerPoint handouts • Computers and internet access • the current version of the unit/s of competency,

assessment requirements, and relevant Training Package/Unit/s and companion volumes

• Formal Training Handbook • Learning/Assessor manuals • Assessment tasks and instructions

Prior to assessment all Learners will be provided: • Learner books (includes electronic) • Learner Instructions • PowerPoint handouts - hard copy or USB stick • Computer access • Printer access • Internet access

Please add additional resources where required if applicable

Specific Resources used for training each unit of competency in this Training Product are listed the next section.

| APPENDICE 2

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 31

Page

6 o

f 9

2.

8 Co

urse

Str

uctu

re a

nd S

eque

ncin

g

The

tabl

e be

low

pro

vide

s a d

escr

iptio

n of

the

units

in th

e co

urse

/pro

gram

. It o

utlin

es th

e de

liver

y sc

hedu

le/s

eque

nce,

the

lear

ning

reso

urce

s req

uire

d, th

e m

ode

(face

-to

-face

, onl

ine,

wor

kpla

ce, e

tc) a

nd tr

aini

ng h

ours

. Sp

ecifi

c as

sess

men

t too

ls us

ed fo

r eac

h un

it of

com

pete

ncy

in th

is Tr

aini

ng P

rodu

ct a

re li

sted

in A

sses

smen

t Evi

denc

e M

appi

ng T

empl

ate.

Th

e co

urse

will

be

deliv

ered

as a

stan

d-al

one

unit.

Ye

ar,

Mon

th,

Wee

k or

Day

Uni

t, To

pic

or L

earn

ing

Them

e

Uni

t cod

e De

liver

y m

ode

Hour

s Li

st k

ey re

sour

ces a

s per

Ass

essm

ent R

equi

rem

ents

for e

ach

unit

of c

ompe

tenc

y As

sess

men

t

Day

1

AHCM

OM

213

Face

to fa

ce

7 Ch

ains

aws,

mai

nten

ance

equ

ipm

ent,

fuel

& o

il, su

itabl

e m

ater

ial

set u

p to

be

saw

ed u

sing

diffe

rent

tech

niqu

es.

Corp

orat

e Po

licy

Polic

y N

o 60

OSH

Jo

b Sa

fety

Ana

lysi

s (JS

A) C

ross

-cut

ting

and

limb

prun

ing

Wor

kpla

ce D

ocum

ents

Wor

ks R

eque

st F

orm

Yes

Day

2

AHCM

OM

213

Face

to fa

ce

7 Ch

ains

aws,

mai

nten

ance

equ

ipm

ent,

fuel

& o

il, su

itabl

e m

ater

ial

set u

p to

be

saw

ed u

sing

diffe

rent

tech

niqu

es.

Corp

orat

e Po

licy

Polic

y N

o 60

OSH

Jo

b Sa

fety

Ana

lysi

s (JS

A) C

ross

-cut

ting

and

limb

prun

ing

Wor

kpla

ce D

ocum

ents

Wor

ks R

eque

st F

orm

Yes

2.9

Tran

sitio

n Ar

rang

emen

ts

Th

e RT

O c

ompl

ies w

ith c

laus

es 1

.26

and

1.27

of t

he S

tand

ards

for R

TOs 2

015.

Cla

use

1.27

. The

requ

irem

ents

spec

ified

in C

laus

e 1.

26 (a

) do

not a

pply

whe

re a

trai

ning

pa

ckag

e re

quire

s the

del

iver

y of

a su

pers

eded

uni

t of c

ompe

tenc

y. T

rans

ition

s for

this

Trai

ning

Pro

duct

are

mon

itore

d by

the

Ope

ratio

nal T

rain

ing

Uni

t Sec

tion

thro

ugh

TGA

subs

crip

tions

, dat

a au

dits

and

mon

itorin

g VE

Ttra

k.

I 32

Page

7 o

f 9

Sect

ion

3 De

liver

y an

d As

sess

men

t Sta

ff N

ame

Invo

lvem

ent i

n U

nit

/ Uni

ts

Hold

s the

follo

win

g re

leva

nt V

ocat

iona

l co

mpe

tenc

ies.

List

uni

t cod

es o

nly.

Hi

ghes

t TAE

qua

lific

atio

n he

ld

Indu

stry

cur

renc

y (r

elev

ant t

o Tr

aini

ng P

rodu

ct) h

as b

een

mai

ntai

ned

thro

ugh

XXXX

Tr

aini

ng a

nd

Asse

ssm

ent

AHCM

OM

213

TAE4

0110

Cu

rren

t em

ploy

men

t in

rele

vant

fie

ld

XXXX

Tr

aini

ng a

nd

Asse

ssm

ent

AHCM

OM

213

TAE4

0110

cu

rren

t em

ploy

men

t in

rele

vant

fie

ld

XXXX

Trai

ning

and

As

sess

men

t FP

IFGM

3213

- Fa

ll tr

ees m

anua

lly (a

dvan

ced)

TA

E401

10

Curr

ent e

mpl

oym

ent i

n re

leva

nt

field

sinc

e 20

15 (C

onse

rvat

ion

Empl

oyee

)

Ch

oose

an

item

. Li

st u

nit c

odes

onl

y Ch

oose

an

item

. Ch

oose

an

item

.

To

repe

at ro

w, s

elec

t one

of t

he c

ells

in th

e bo

ttom

row

and

clic

k th

e bl

ue p

lus s

ign.

Al

l sta

ff in

volv

ed in

trai

ning

and

/or a

sses

smen

t for

this

Trai

ning

Pro

duct

mee

t the

requ

irem

ents

of C

laus

e 1.

11. A

ll Tr

aini

ng a

nd A

sses

smen

t Sta

ff re

gist

ered

on

this

TAS

have

thei

r Cre

dent

ial d

ocum

enta

tion

valid

ated

by

the

Ope

ratio

nal T

rain

ing

Uni

t Sec

tion.

All

deta

ils a

re re

cord

ed o

n th

e de

part

men

ts S

tude

nt M

anag

emen

t Sys

tem

.

| APPENDICE 2

AFAC GUIDE TO NATIONALLY ENDORSED TRAINING I 33

Page

8 o

f 9

Sect

ion

4 As

sess

men

t Le

arne

rs a

re p

rovi

ded

with

info

rmat

ion

abou

t the

ass

essm

ent p

roce

ss, a

sses

smen

t met

hods

use

d, a

sses

smen

t tim

efra

mes

and

any

adj

ustm

ents

that

are

requ

ired.

Det

ails

of th

e de

part

men

t’s a

sses

smen

t pol

icy

are

outli

ned

in th

e Fo

rmal

Tra

inin

g Ha

ndbo

ok.

☒ D

etai

ls ab

out t

he a

sses

smen

t evi

denc

e co

llect

ed (a

gain

st th

e re

quire

men

ts) f

or e

ach

unit

of c

ompe

tenc

y in

this

Trai

ning

Pro

duct

has

bee

n m

appe

d us

ing

Asse

ssm

ent

Evid

ence

Map

ping

Asse

ssm

ents

for t

his T

rain

ing

Prod

uct w

ill b

e m

ainl

y ca

rrie

d ou

t thr

ough

:

☒ C

onte

xtua

lised

wor

kpla

ce sc

enar

ios

☒ S

ourc

ing

wor

kpla

ce p

olic

ies a

nd p

roce

dure

s

☒ U

sing

job

desc

riptio

ns fo

r use

in c

ase

stud

ies

☐ O

ther

Ent

er d

etai

ls if

sele

cted

.

Sect

ion

5 Va

lidat

ion

Out

com

es a

nd In

dust

ry E

ngag

emen

t

How

in

form

atio

n w

as re

ceiv

ed

Date

Ke

y st

akeh

olde

r pr

ovid

ing

the

info

rmat

ion

Topi

c di

scus

sed,

or i

tem

val

idat

ed a

nd su

mm

ary

of

reco

mm

ende

d or

requ

ired

actio

ns, i

nclu

ding

who

is

resp

onsib

le fo

r the

act

ion/

s

Deta

ils o

f act

ions

take

n to

impl

emen

t ind

ustr

y fe

edba

ck a

nd /o

r va

lidat

ion

outc

omes

Deta

ils o

f mon

itorin

g th

e va

lue/

effe

ctiv

enes

s of t

he in

itial

act

ion

(if a

pplic

able

)

Choo

se a

n ite

m.

Clic

k he

re

to e

nter

a

date

.

Choo

se a

n ite

m.

Choo

se a

n ite

m.

Ent

er d

etai

ls an

d da

tes

Ente

r det

ails

and

date

s

T

o re

peat

row

, sel

ect o

ne o

f the

cel

ls in

the

bott

om ro

w a

nd c

lick

the

blue

plu

s sig

n.

I 34

Page 9 of 9

Resources and Information sheets

Fact sheets about the following topics are available on the Australian Skills Quality Authority’s (ASQA) website

• Fact Sheet - Amount of training

• Fact Sheet – Conducting Validation

• Fact Sheet – Meeting trainer and assessor requirements

• Fact Sheet – ASQA’s student-centred audit approach Resources about Vocational Competence and Industry Currency are available on the Training Accreditation Council’s (TAC) website

• Vocational competence and industry currency fact sheet

• TAC Education Workshop – Vocational Competence and Industry Currency (video)

• TAC Education Workshop (PPT) and Handouts Resources about Industry Engagement are available on TAC’s website

• Industry engagement fact sheet

• TAC Education Workshop – Industry Engagement (video)

• TAC Education Workshop (PPT) and Handouts Fact sheets about the following topics are available on the AQF website

• Volume of Learning an explanation

| APPENDICE 2