LGA04 Local Government Training Package

Release: 3.0

Contents

Modification History	3

Imprint	4

Preliminary Information	5

Units of Competency within this Training Package	8

Mapping of Qualifications	19

Mapping of units of competency	22

Overview	32

Qualifications Framework	40

Assessment Guidelines	49

Competency Standards	62

Modification History

Version Modification History

Version	Release Date	Comments
3	10/09/2012	Minor editorial and word changes across a number of qualifications and units of competency. All editorial changes are identified in the mapping table. New Qualification – LGA50712 Diploma of Local Government New Unit of Competency – LGAGENE503 Perform the role of an elected member New Skill Set – Elected Members Skill Set Removed Qualification – LGA50304 Diploma of Local Government (Land Management) Deleted Skill Set - Building certifiers and assessors skill set
2.2	22/11/2010	ISC upgrade to incorporate wording for flexible packaging policy in all qualifications. Slight wording changes have been made to achieve compliance. The titles of ‘Common Pool’, ‘Specialist Pool’ etc. units have been amended to reflect the new packaging policy, with those previously listed as ‘Pool’ units now grouped under either Group A, B or C elective units within the specified qualification. Minor changes to the required skills, and/or knowledge, and/or range statements in 55 units of competency, to reflect sustainability and environmental legislation, policies, procedures and practices. Addition of three new imported environmental units from the BSB07 package
2.1	31/07/2010	ISC Upgrade to incorporate wording for flexible packaging policy into 20 High Use qualifications. LGA30304 and LGA40504 slight wording changes to achieve compliance. HLTFA301B added as elective for LGA30208.
2	25/03/2009	Continuous improvement release, including: revised Certificate III, Certificate IV and Diploma qualifications in Local Government (Health and Environment) revised Certificate IV and Diploma qualifications in Local Government (Planning) a new Vocational Graduate Certificate qualification in Local Government Management new skills sets for: New Entrants’ Induction Local Government Compliance Management Building Certifiers and Assessors
1	17/08/2004	Primary release, fully revised replacement for LGA00.

Imprint

LGA04 Local Government Training Package

Copyright Statement

© 2012 Commonwealth of Australia.

With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence.

The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as theLGA04 Local Government Training Package Version 3.

Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of DEEWR or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, DEEWR and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DEEWR and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education, Employment and Workplace Relations, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	Government Skills Australia

Level 11, 147 Pirie St, Adelaide SA 5000

PO Box 347 Rundle Mall, SA 5000

Ph: 08 81007400

Fax: 08 82327444

Email: info@governmentskills.com.au

Web: www.governmentskills.com.au

First published:	June 2004

ISBN:

Printed by:

Print Version Number:	3

Release Date:	10 September 2012

Review Date:	31 August 2007

Preliminary Information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 3 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Government Skills Australia to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release Date	Comments
3	10/09/2012	Minor editorial and word changes across a number of qualifications and units of competency. All editorial changes are identified in the mapping table. New Qualification – LGA50712 Diploma of Local Government New Unit of Competency –LGAGENE503 Perform the role of an elected member New Skill Set – Elected Members Skill Set Removed Qualification – LGA50304 Diploma of Local Government (Land Management) Deleted Skill Set – Building certifiers and assessors skill set
2.2	22/11/2010	ISC upgrade to incorporate wording for flexible packaging policy in all qualifications. Slight wording changes have been made to achieve compliance. The titles of ‘Common Pool’, ‘Specialist Pool’ etc. units have been amended to reflect the new packaging policy, with those previously listed as ‘Pool’ units now grouped under either Group A, B or C elective units within the specified qualification. Minor changes to the required skills, and/or knowledge, and/or range statements in 55 units of competency, to reflect sustainability and environmental legislation, policies, procedures and practices. Addition of three new imported environmental units from the BSB07 package
2.1	31/07/2010	ISC upgrade to incorporate wording for flexible packaging policy into 20 High Use qualifications. LGA30304 and LGA40504 slight wording changes to achieve compliance. HLTFA301B added as elective for LGA30208.
2	25/03/2009	Continuous improvement release, including: revised Certificate III, Certificate IV and Diploma qualifications in Local Government (Health and Environment) revised Certificate IV and Diploma qualifications in Local Government (Planning) a new Vocational Graduate Certificate qualification in Local Government Management new skills sets for: New Entrants’ Induction Local Government Compliance Management Building Certifiers and Assessors
1	17/08/2004	Primary release, fully revised replacement for LGA00.

Summary of AQF qualifications in LGA04 Local Government Training Package

Code	Title
LGA10104	Certificate I in Local Government (Operational Works)
LGA20104	Certificate II in Local Government
LGA20204	Certificate II in Local Government (Operational Works)
LGA30104	Certificate III in Local Government
LGA30208	Certificate III in Local Government (Health and Environment)
LGA30304	Certificate III in Local Government (Operational Works)
LGA30404	Certificate III in Local Government (Regulatory Works)
LGA40104	Certificate IV in Local Government
LGA40204	Certificate IV in Local Government Administration
LGA40308	Certificate IV in Local Government (Health and Environment)
LGA40404	Certificate IV in Local Government (Operational Works)
LGA40504	Certificate IV in Local Government (Regulatory Services)
LGA40604	Certificate IV in Local Government (Land Management)
LGA40708	Certificate IV in Local Government (Planning)
LGA50104	Diploma of Local Government Administration
LGA50208	Diploma of Local Government (Health and Environment)
LGA50404	Diploma of Local Government (Operational Works)
LGA50508	Diploma of Local Government (Planning)
LGA50604	Diploma of Local Government (Regulatory Services)
LGA50712	Diploma of Local Government
LGA60104	Advanced Diploma of Local Government (Operational Works)
LGA70108	Vocational Graduate Certificate in Local Government Management

Units of Competency within this Training Package

Units of competency within LGA04 version 3 and their pre-requisite requirements.

Code	Title	Pre-Requisite
LGACOM401A	Administer contracts	Nil
LGACOM402A	Arrange contracts	Nil
LGACOM403B	Conduct public educational presentations	Nil
LGACOM404B	Establish cooperative arrangements with other organisations	Nil
LGACOM405B	Implement and monitor the organisation’s OHS policies, procedures and programs within the work group or section	Nil
LGACOM406A	Investigate alleged breaches of legislation and prepare documentation	Nil
LGACOM407B	Manage finances within a budget	Nil
LGACOM408A	Represent council at legal proceedings	Nil
LGACOM409A	Prepare tender documentation	Nil
LGACOM410A	Prepare response to tenders	Nil
LGACOM411A	Interpret and apply authority to act	Nil
LGACOM501B	Develop and organise public education programs	Nil
LGACOM502B	Devise and conduct community consultations	Nil
LGACOM503B	Prepare a budget	Nil
LGACOM601A	Acquire and dispose of assets	Nil
LGACOM602B	Coordinate and facilitate a change process	Nil
LGACOM603B	Develop, implement and review policies and procedures	Nil
LGACOMP007A	Participate in policy development	Nil
LGACOMP008A	Apply conflict resolution strategies	Nil
LGACOMP009A	Implement effective communication techniques	Nil
LGACOMP024A	Develop community relations	Nil
LGACOMP025A	Manage a local government project	Nil
LGACOMP026A	Provide team leadership	Nil
LGACORE101B	Access learning and career development opportunities	Nil
LGACORE102B	Follow defined OHS policies and procedures	Nil
LGACORE103B	Provide service to local government customers	Nil
LGACORE104B	Work effectively in local government	Nil
LGACORE105B	Work with others in local government	Nil
LGACORE501B	Provide quality and timely advice to council	Nil
LGACORE601B	Develop, implement and review operational plans	Nil
LGACORE602B	Promote and facilitate organisational performance	Nil
LGACORE603B	Present council’s role and value in the community	Nil
LGACPRV501A	Assess crime prevention needs within community groups or geographic areas	Nil
LGACPRV502A	Design a crime prevention initiative	Nil
LGACPRV503A	Manage and evaluate crime prevention initiatives	Nil
LGACPRV504A	Build the capacity of individuals, organisations and communities to support crime prevention	Nil
LGACPRV505A	Promote evidence-based approaches to support crime prevention initiatives	Nil
LGACPRV506A	Support the mainstreaming of crime prevention principles and practices	Nil
LGADMIN417A	Conduct community consultations	Nil
LGADMIN419A	Implement and facilitate community development strategies and programs	Nil
LGADMIN420A	Contribute to policy development	Nil
LGADMIN421A	Participate in negotiations	Nil
LGADMIN422A	Develop and maintain supplier relationships	Nil
LGADMIN423A	Provide induction and orientation for new employees	Nil
LGADMIN424A	Provide staff development programs	Nil
LGADMIN425A	Develop a communication plan	Nil
LGADMIN525A	Undertake business planning	Nil
LGADMIN526A	Coordinate policy development	Nil
LGADMIN527A	Manage policy development	Nil
LGADMIN528A	Provide advocacy and representation	Nil
LGADMIN529A	Manage finances	Nil
LGAEHRH302B	Undertake water sampling and routine reporting	Nil
LGAEHRH303A	Undertake vector control duties	Nil
LGAEHRH304A	Perform weed control duties	Nil
LGAEHRH305A	Present environmental health education information	Nil
LGAEHRH403A	Operate waste transfer, collection station or landfill facility	Nil
LGAEHRH404A	Coordinate and support the delivery of health services	Nil
LGAEHRH405A	Conduct routine inspections of food premises	Nil
LGAEHRH502B	Implement immunisation programs	Nil
LGAEHRH506B	Monitor premises to minimise the spread of infectious diseases	Nil
LGAEHRH510A	Contribute to public health emergency management plan	Nil
LGAEHRH604B	Develop and implement environmental health education promotion and awareness strategies	Nil
LGAEHRR202B	Provide animal care and control	Nil
LGAEHRR203B	Support maintenance of public behaviour in areas under council control	Nil
LGAEHRR301B	Monitor and control standards of accommodation	Nil
LGAEHRR302B	Monitor and control standards of public swimming pools	Nil
LGAEHRR303B	Monitor areas under council jurisdiction	Nil
LGAEHRR304B	Operate council pound facilities	Nil
LGAEHRR401A	Conduct routine inspections of non-food premises	Nil
LGAEHRR402A	Respond to environmental health complaints	Nil
LGAEHRR501C	Implement council’s responsibilities in food safety	Nil
LGAEHRR504C	Implement public environmental health education programs	Nil
LGAEHRR509A	Undertake environmental and nuisance controls	Nil
LGAEHRW201A	Collect waste refuse or recyclables	Nil
LGAEHRW503B	Implement programs for disposal and containment of waste	Nil
LGAEHRW505B	Implement strategies to minimise the impact of waste on the environment	Nil
LGAEHRW507A	Plan and coordinate a waste collection or recycling service	Nil
LGAEHRW508A	Undertake education programs to achieve reduction, reuse and recycling of waste	Nil
LGAEHRW601B	Conduct waste management audits and assess needs	Nil
LGAEHRW603B	Coordinate the implementation of council’s waste management strategy	Nil
LGAGCM701A	Govern councils	Nil
LGAGCM702A	Manage the human resources process in local government	Nil
LGAGCM703A	Lead and develop local government staff	Nil
LGAGCM704A	Lead the strategic planning process for local government	Nil
LGAGCM705A	Manage and improve the organisation’s processes	Nil
LGAGCM706A	Develop risk management systems	Nil
LGAGCM707A	Use financial and economic information for strategic decision making	Nil
LGAGCM708A	Develop, lead and build community capacity	Nil
LGAGCM709A	Build business opportunities and community initiatives	Nil
LGAGCM710A	Manage contracts and contractors	Nil
LGAGCM711A	Manage complex projects	Nil
LGAGCM712A	Develop and manage an asset management plan	Nil
LGAGENE302A	Contribute to effective decision making	Nil
LGAGENE303A	Contribute to council teams	Nil
LGAGENE304A	Conduct effective council meetings	Nil
LGAGENE401A	Monitor council’s internal controls	Nil
LGAGENE501A	Undertake councillor roles and responsibilities	Nil
LGAGENE502A	Provide leadership within the council and community	Nil
LGAGENE503	Perform the role of an elected member	Nil
LGAGOVA201B	Issue permits	Nil
LGAGOVA202B	Process infringement notices	Nil
LGAGOVA301B	Assist customers with rate enquiries	Nil
LGAGOVA303B	Coordinate production of communication materials	Nil
LGAGOVA401B	Administer the electoral roll	Nil
LGAGOVA402A	Allocate property address	Nil
LGAGOVA403A	Arrange and supervise polling places	Nil
LGAGOVA404B	Establish purchasing networks to ensure council is resource effective	Nil
LGAGOVA405A	Implement debt recovery procedures	Nil
LGAGOVA406A	Implement marketing plan	Nil
LGAGOVA407A	Implement rehabilitation systems	Nil
LGAGOVA408B	Implement systems to promote a safe and healthy environment for the public and employees	Nil
LGAGOVA409A	Maintain property rates and records	Nil
LGAGOVA410B	Monitor council procedures to ensure compliance with relevant legislation	Nil
LGAGOVA411A	Prepare accounts for rates	Nil
LGAGOVA412A	Prepare council for legal proceedings	Nil
LGAGOVA413B	Promote and maintain positive employee relations	Nil
LGAGOVA501B	Contribute to advice to council on legislation	Nil
LGAGOVA502B	Develop and marketing strategy	Nil
LGAGOVA503A	Implement recruitment systems	Nil
LGAGOVA504A	Prepare a council for elections	Nil
LGAGOVA505B	Prepare rate notice forms	Nil
LGAGOVA506B	Conduct council elections	Nil
LGAGOVA507A	Provide advice to council on human resources policies and procedures	Nil
LGAGOVA508A	Recommend rates and charges	Nil
LGAGOVA602B	Manage the recording and updating of data on council’s assets	Nil
LGAGOVA603B	Develop a risk management strategy for council assets	Nil
LGAGOVA605A	Develop an asset management strategy for the council	Nil
LGAGOVA606B	Develop and maintain a community cultural plan	Nil
LGAGOVA607A	Develop, implement and monitor a programmed maintenance system of council’s assets	Nil
LGAGOVA608A	Establish an annual budget that supports council’s management and operational plans	Nil
LGAGOVA609A	Establish, maintain and evaluate the organisation’s OHS system	Nil
LGAGOVA610B	Implement computerised asset management systems	Nil
LGAGOVA611B	Implement disciplinary and termination procedures	Nil
LGAGOVA612B	Implement employee performance management systems	Nil
LGAGOVA613B	Measure cost of providing and maintaining council’s assets	Nil
LGAGOVA614B	Monitor and maintain quality of asset management system	Nil
LGAGOVA615A	Provide information on asset management programs and practices	Nil
LGAGOVA616A	Provide property asset management services	Nil
LGAGOVA617A	Report on assets in accordance with statutory and public reporting requirements	Nil
LGAGOVA618A	Resolve valuation and property services disputes	Nil
LGALAND401A	Apply the principles of ecologically sustainable development to council decisions	Nil
LGALAND402A	Prepare plans of land management for land in council care, control and management	Nil
LGALAND403A	Assess applications for the use of land in council care, control and management	Nil
LGALAND404A	Undertake research of the natural and built environment	Nil
LGALAND405A	Implement strategies to minimise environmental pollution	Nil
LGALAND406A	Respond to native title determination applications	Nil
LGALAND501A	Identify environmental assets and prioritise environmental issues	Nil
LGALAND502A	Identify native title issues relevant to local government context and functions	Nil
LGALAND503A	Develop agreements with native title holders/traditional owners	Nil
LGALAND504A	Undertake effective consultation with Indigenous people on matters of cultural heritage	Nil
LGAPLAN511A	Manage council’s development assessment system	Nil
LGAPLAN512A	Integrate land use and transport planning	Nil
LGAPLEM401B	Undertake assessment of domestic scale building applications	Nil
LGAPLEM402B	Assess minor applications for use or development	Nil
LGAPLEM403A	Attend requests for building and planning information and advice	Nil
LGAPLEM404A	Prepare and present geographic information systems data	Nil
LGAPLEM405C	Provide assistance in carrying out building inspections	Nil
LGAPLEM406B	Analyse the natural and built environment	Nil
LGAPLEM407A	Read and interpret titles, covenants and the local planning scheme	Nil
LGAPLEM408A	Process building permits	Nil
LGAPLEM409A	Draft planning permits and conditions	Nil
LGAPLEM410A	Provide service and information in preparing a development application	Nil
LGAPLEM411A	Conduct initial assessments of minor planning applications	Nil
LGAPLEM412A	Support the planning application, notification and appeals process	Nil
LGAPLEM413A	Conduct site inspections to check accuracy of plan and application documentation	Nil
LGAPLEM501A	Achieve an efficient and sustainable use of natural resources	Nil
LGAPLEM503B	Conserve and re-establish natural systems	Nil
LGAPLEM504A	Develop strategies and approaches to minimise environmental pollution	Nil
LGAPLEM506A	Improve community knowledge and skills in environmental management practice	Nil
LGAPLEM507A	Maintain spatial database	Nil
LGAPLEM508A	Manipulate and analyse data within geographic information systems	Nil
LGAPLEM509A	Plan facilities for the users of public transport	Nil
LGAPLEM510A	Plan for the safe movement of cyclists	Nil
LGAPLEM511A	Plan for the safe movement of pedestrians	Nil
LGAPLEM512A	Provide geographic information systems data	Nil
LGAPLEM513A	Conduct planning scheme research	Nil
LGAPLEM602B	Assist in developing an environmental management system for the organisation	Nil
LGAPLEM603B	Coordinate information gathering and geographic information systems development in council	Nil
LGAPLEM606B	Develop ecologically sustainable land management systems	Nil
LGAPLEM609B	Manage council parking system	Nil
LGAPLEM610A	Manage data within council’s geographic information system	Nil
LGAPLEM612B	Protect heritage and cultural assets	Nil
LGAREGS301A	Implement parking controls	Nil
LGAREGS302A	Operate and maintain council parking facilities	Nil
LGAREGS303B	Enforce legislation to achieve compliance	Nil
LGAREGS304A	Apply regulatory powers	Nil
LGAREGS305A	Undertake animal or reptile control duties	Nil
LGAREGS402B	Provide evidence in court	Nil
LGAREGS403A	Monitor public behaviour in council areas	Nil
LGAREGS404A	Undertake appointed animal control duties and responsibilities	Nil
LGAREGS406A	Support programs to enforce compliance	Nil
LGAWORK201A	Control traffic at a work site	Nil
LGAWORK204A	Plan daily work routines	Nil
LGAWORK205A	Operate and maintain equipment	Nil
LGAWORK206A	Measure and calculate civil materials	Nil
LGAWORK208A	Perform field support duties in the construction and maintenance of water reticulation systems	Nil
LGAWORK209A	Perform field support duties in the construction and maintenance of sewerage collection systems	Nil
LGAWORK210A	Perform field support duties in concrete construction	Nil
LGAWORK211A	Perform field support duties in the construction and maintenance of drainage systems	Nil
LGAWORK212A	Perform field support duties in a roadwork environment	Nil
LGAWORK301A	Evaluate works maintenance needs and priorities	Nil
LGAWORK302A	Oversee traffic control plan around a work site	Nil
LGAWORK303A	Prepare site for new operational works	Nil
LGAWORK304A	Construct and maintain drainage systems	Nil
LGAWORK305A	Construct and maintain concrete structures	Nil
LGAWORK306A	Construct roads and pavements	Nil
LGAWORK307A	Maintain reticulated services	Nil
LGAWORK308A	Lead a team	Nil
LGAWORK309A	Coordinate the work activities of a team	Nil
LGAWORK310A	Maintain roads and pavements	Nil
LGAWORK311A	Maintain bridges	Nil
LGAWORK401A	Develop works maintenance schedule	Nil
LGAWORK402A	Prepare for operational works	Nil
LGAWORK403A	Manage civil plan and resources	Nil
LGAWORK404A	Manage a civil works project	Nil
LGAWORK405A	Plan and supervise roadworks	Nil
LGAWORK406A	Supervise concrete works	Nil
LGAWORK501A	Prepare preliminary design for operational works	Nil
LGAWORK502A	Prepare detailed works project documentation	Nil
LGAWORK503A	Undertake project investigation	Nil
LGAWORK601A	Monitor and finalise works projects	Nil
LGAWORK602A	Supervise establishment of works projects	Nil
LGAWORK603A	Determine and prioritise a council works program	Nil

Mapping of Qualifications

LGA04 V2.2	LGA04 V3	Equivalent E/N	Comment in relation to the previous iteration of the training package
LGA10104	LGA10104	E	No change
LGA10204	LGA10204	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA20104	LGA20104	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA20204	LGA20204	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA30104	LGA30104	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA30208	LGA30208	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA30304	LGA30304	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA30404	LGA30404	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA40104	LGA40104	E	Unit LGAGENE401 added to elective stream. Minor editorial changes to wording. No impact on outcome of qualification
LGA40204	LGA40204	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA40308	LGA40308	E	Minor editorial changes to wording. No impact on outcome of qualification.
LGA40404	LGA40404	E	Minor editorial changes to wording No impact on outcome of qualification
LGA40504	LGA40504	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA40604	LGA40604	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA40708	LGA40708	E	LGAPLEM401B, LGAPLEM402B added to elective unit selection. Minor editorial changes to wording. No impact on outcome of qualification
LGA50104	LGA50104	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA50208	LGA50208	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA50304	Removed. Content incorporated into LGA50712.
LGA50404	LGA50404	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA50508	LGA50508	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA50604	LGA50604	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA50712	New qualification
LGA60104	LGA60104	E	Minor editorial changes to wording. No impact on outcome of qualification
LGA70108	LGA70108	E	No change

Mapping of units of competency

LGA04 V2.2	LGA04 V3	Equivalent E/N	Comment in relation to the previous iteration of the training package
LGAGENE503	New unit
LGACOM401A	LGACOM401A	E	Unit unchanged
LGACOM402A	LGACOM402A	E	Unit unchanged
LGACOM403B	LGACOM403B	E	Unit unchanged
LGACOM404B	LGACOM404B	E	Unit unchanged
LGACOM405B	LGACOM405B	E	Unit unchanged
LGACOM406A	LGACOM406A	E	Unit unchanged
LGACOM407B	LGACOM407B	E	Unit unchanged
LGACOM408A	LGACOM408A	E	Unit unchanged
LGACOM409A	LGACOM409A	E	Unit unchanged
LGACOM410A	LGACOM410A	E	Unit unchanged
LGACOM411A	LGACOM411A	E	Unit unchanged
LGACOM501B	LGACOM501B	E	Unit unchanged
LGACOM502B	LGACOM502B	E	Unit unchanged
LGACOM503B	LGACOM503B	E	Unit unchanged
LGACOM601A	LGACOM601A	E	Unit unchanged
LGACOM602B	LGACOM602B	E	Unit unchanged
LGACOM603B	LGACOM603B	E	Unit unchanged
LGACOME026A	LGACOME026A	E	Unit unchanged
LGACOMP007B	LGACOMP007B	E	Unit unchanged
LGACOMP008A	LGACOMP008A	E	Unit unchanged
LGACOMP009A	LGACOMP009A	E	Unit unchanged
LGACOMP024A	LGACOMP024A	E	Unit unchanged
LGACOMP025A	LGACOMP025A	E	Unit unchanged
LGACORE101B	LGACORE101B	E	Unit unchanged
LGACORE102B	LGACORE102B	E	Unit unchanged
LGACORE103B	LGACORE103B	E	Unit unchanged
LGACORE104B	LGACORE104B	E	Unit unchanged
LGACORE105B	LGACORE105B	E	Unit unchanged
LGACORE501B	LGACORE501B	E	Unit unchanged
LGACORE601B	LGACORE601B	E	Unit unchanged
LGACORE602B	LGACORE602B	E	Unit unchanged
LGACORE603B	LGACORE603B	E	Unit unchanged
LGACPRV501A	LGACPRV501A	E	Unit unchanged
LGACPRV502A	LGACPRV502A	E	Unit unchanged
LGACPRV503A	LGACPRV503A	E	Unit unchanged
LGACPRV504A	LGACPRV504A	E	Unit unchanged
LGACPRV505A	LGACPRV505A	E	Unit unchanged
LGACPRV506A	LGACPRV506A	E	Unit unchanged
LGADMIN417A	LGADMIN417A	E	Unit unchanged
LGADMIN419A	LGADMIN419A	E	Unit unchanged
LGADMIN420A	LGADMIN420A	E	Unit unchanged
LGADMIN421A	LGADMIN421A	E	Unit unchanged
LGADMIN422A	LGADMIN422A	E	Unit unchanged
LGADMIN423A	LGADMIN423A	E	Unit unchanged
LGADMIN424A	LGADMIN424A	E	Unit unchanged
LGADMIN425A	LGADMIN425A	E	Unit unchanged
LGADMIN525A	LGADMIN525A	E	Unit unchanged
LGADMIN526A	LGADMIN526A	E	Unit unchanged
LGADMIN527A	LGADMIN527A	E	Unit unchanged
LGADMIN528A	LGADMIN528A	E	Unit unchanged
LGADMIN529A	LGADMIN529A	E	Unit unchanged
LGAEHRH302B	LGAEHRH302B	E	Unit unchanged
LGAEHRH303A	LGAEHRH303A	E	Unit unchanged
LGAEHRH304A	LGAEHRH304A	E	Minor editorial changes to wording in range statement
LGAEHRH305A	LGAEHRH305A	E	Unit unchanged
LGAEHRH403A	LGAEHRH403A	E	Unit unchanged
LGAEHRH404A	LGAEHRH404A	E	Unit unchanged
LGAEHRH405A	LGAEHRH405A	E	Unit unchanged
LGAEHRH502B	LGAEHRH502B	E	Minor editorial changes to wording in range statement
LGAEHRH506B	LGAEHRH506B	E	Unit unchanged
LGAEHRH510A	LGAEHRH510A	E	Unit unchanged
LGAEHRH604B	LGAEHRH604B	E	Unit unchanged
LGAEHRR202B	LGAEHRR202B	E	Unit unchanged
LGAEHRR203B	LGAEHRR203B	E	Minor editorial changes to wording in range statement
LGAEHRR301B	LGAEHRR301B	E	Unit unchanged
LGAEHRR302B	LGAEHRR302B	E	Unit unchanged
LGAEHRR303B	LGAEHRR303B	E	Minor editorial changes to wording in range statement
LGAEHRR304B	LGAEHRR304B	E	Minor editorial changes to wording in range statement
LGAEHRR401A	LGAEHRR401A	E	Unit unchanged
LGAEHRR402A	LGAEHRR402A	E	Unit unchanged
LGAEHRR501C	LGAEHRR501C	E	Unit unchanged
LGAEHRR504C	LGAEHRR504C	E	Unit unchanged
LGAEHRR509A	LGAEHRR509A	E	Minor editorial changes to wording in range statement
LGAEHRW201A	LGAEHRW201A	E	Minor editorial changes to wording in range statement
LGAEHRW503B	LGAEHRW503B	E	Unit unchanged
LGAEHRW505B	LGAEHRW505B	E	Unit unchanged
LGAEHRW507A	LGAEHRW507A	E	Unit unchanged
LGAEHRW508A	LGAEHRW508A	E	Unit unchanged
LGAEHRW601B	LGAEHRW601B	E	Minor editorial changes to wording in pc and range statement – not affecting outcome of unit
LGAEHRW603B	LGAEHRW603B	E	Minor editorial changes to wording in range statement
LGAGCM701A	LGAGCM701A	E	Unit unchanged
LGAGCM702A	LGAGCM702A	E	Unit unchanged
LGAGCM703A	LGAGCM703A	E	Minor editorial changes to wording in range statement
LGAGCM704A	LGAGCM704A	E	Minor editorial changes to wording in range statement & pc
LGAGCM705A	LGAGCM705A	E	Unit unchanged
LGAGCM706A	LGAGCM706A	E	Minor editorial changes to wording to correct spelling error in pc
LGAGCM707A	LGAGCM707A	E	Unit unchanged
LGAGCM708A	LGAGCM708A	E	Unit unchanged
LGAGCM709A	LGAGCM709A	E	Minor editorial changes to wording in range statement
LGAGCM710A	LGAGCM710A	E	Unit unchanged
LGAGCM711A	LGAGCM711A	E	Unit unchanged
LGAGCM712A	LGAGCM712A	E	Unit unchanged
LGAGENE302A	LGAGENE302A	E	Unit unchanged
LGAGENE303A	LGAGENE303A	E	Minor editorial changes to wording in range statement
LGAGENE304A	LGAGENE304A	E	Unit unchanged
LGAGENE401A	LGAGENE401A	E	Unit unchanged
LGAGENE501A	LGAGENE501A	E	Unit unchanged
LGAGENE502A	LGAGENE502A	E	Unit unchanged
LGAGOVA201B	LGAGOVA201B	E	Unit unchanged
LGAGOVA202B	LGAGOVA202B	E	Unit unchanged
LGAGOVA301B	LGAGOVA301B	E	Unit unchanged
LGAGOVA303B	LGAGOVA303B	E	Unit unchanged
LGAGOVA401B	LGAGOVA401B	E	Unit unchanged
LGAGOVA402A	LGAGOVA402A	E	Unit unchanged
LGAGOVA403A	LGAGOVA403A	E	Unit unchanged
LGAGOVA404B	LGAGOVA404B	E	Unit unchanged
LGAGOVA405A	LGAGOVA405A	E	Unit unchanged
LGAGOVA406A	LGAGOVA406A	E	Unit unchanged
LGAGOVA407A	LGAGOVA407A	E	Unit unchanged
LGAGOVA408B	LGAGOVA408B	E	Unit unchanged
LGAGOVA409A	LGAGOVA409A	E	Unit unchanged
LGAGOVA410B	LGAGOVA410B	E	Unit unchanged
LGAGOVA411A	LGAGOVA411A	E	Unit unchanged
LGAGOVA412A	LGAGOVA412A	E	Unit unchanged
LGAGOVA413B	LGAGOVA413B	E	Unit unchanged
LGAGOVA501B	LGAGOVA501B	E	Unit unchanged
LGAGOVA502B	LGAGOVA502B	E	Unit unchanged
LGAGOVA503A	LGAGOVA503A	E	Unit unchanged
LGAGOVA504A	LGAGOVA504A	E	Unit unchanged
LGAGOVA505B	LGAGOVA505B	E	Unit unchanged
LGAGOVA506B	LGAGOVA506B	E	Unit unchanged
LGAGOVA507A	LGAGOVA507A	E	Unit unchanged
LGAGOVA508A	LGAGOVA508A	E	Unit unchanged
LGAGOVA602B	LGAGOVA602B	E	Unit unchanged
LGAGOVA603B	LGAGOVA603B	E	Unit unchanged
LGAGOVA605A	LGAGOVA605A	E	Unit unchanged
LGAGOVA606B	LGAGOVA606B	E	Unit unchanged
LGAGOVA607A	LGAGOVA607A	E	Unit unchanged
LGAGOVA608A	LGAGOVA608A	E	Unit unchanged
LGAGOVA609A	LGAGOVA609A	E	Unit unchanged
LGAGOVA610B	LGAGOVA610B	E	Unit unchanged
LGAGOVA611B	LGAGOVA611B	E	Unit unchanged
LGAGOVA612B	LGAGOVA612B	E	Unit unchanged
LGAGOVA613B	LGAGOVA613B	E	Unit unchanged
LGAGOVA614B	LGAGOVA614B	E	Unit unchanged
LGAGOVA615A	LGAGOVA615A	E	Unit unchanged
LGAGOVA616A	LGAGOVA616A	E	Unit unchanged
LGAGOVA617A	LGAGOVA617A	E	Unit unchanged
LGAGOVA618A	LGAGOVA618A	E	Unit unchanged
LGALAND401A	LGALAND401A	E	Unit unchanged
LGALAND402A	LGALAND402A	E	Unit unchanged
LGALAND403A	LGALAND403A	E	Unit unchanged
LGALAND404A	LGALAND404A	E	Unit unchanged
LGALAND405A	LGALAND405A	E	Unit unchanged
LGALAND406A	LGALAND406A	E	Unit unchanged
LGALAND501A	LGALAND501A	E	Unit unchanged
LGALAND502A	LGALAND502A	E	Unit unchanged
LGALAND503A	LGALAND503A	E	Unit unchanged
LGALAND504A	LGALAND504A	E	Unit unchanged
LGAPLAN511A	LGAPLAN511A	E	Unit unchanged
LGAPLAN512A	LGAPLAN512A	E	Unit unchanged
LGAPLEM401B	LGAPLEM401B	E	Unit unchanged
LGAPLEM402B	LGAPLEM402B	E	Unit unchanged
LGAPLEM403A	LGAPLEM403A	E	Unit unchanged
LGAPLEM404A	LGAPLEM404A	E	Unit unchanged
LGAPLEM405C	LGAPLEM405C	E	Unit unchanged
LGAPLEM406B	LGAPLEM406B	E	Unit unchanged
LGAPLEM407A	LGAPLEM407A	E	Unit unchanged
LGAPLEM408A	LGAPLEM408A	E	Unit unchanged
LGAPLEM409A	LGAPLEM409A	E	Unit unchanged
LGAPLEM410A	LGAPLEM410A	E	Unit unchanged
LGAPLEM411A	LGAPLEM411A	E	Unit unchanged
LGAPLEM412A	LGAPLEM412A	E	Unit unchanged
LGAPLEM413A	LGAPLEM413A	E	Unit unchanged
LGAPLEM501A	LGAPLEM501A	E	Unit unchanged
LGAPLEM503B	LGAPLEM503B	E	Unit unchanged
LGAPLEM504A	LGAPLEM504A	E	Unit unchanged
LGAPLEM506A	LGAPLEM506A	E	Unit unchanged
LGAPLEM507A	LGAPLEM507A	E	Unit unchanged
LGAPLEM508A	LGAPLEM508A	E	Unit unchanged
LGAPLEM509A	LGAPLEM509A	E	Unit unchanged
LGAPLEM510A	LGAPLEM510A	E	Unit unchanged
LGAPLEM511A	LGAPLEM511A	E	Unit unchanged
LGAPLEM512A	LGAPLEM512A	E	Unit unchanged
LGAPLEM513A	LGAPLEM513A	E	Unit unchanged
LGAPLEM602B	LGAPLEM602B	E	Unit unchanged
LGAPLEM603B	LGAPLEM603B	E	Unit unchanged
LGAPLEM606B	LGAPLEM606B	E	Unit unchanged
LGAPLEM609B	LGAPLEM609B	E	Unit unchanged
LGAPLEM610A	LGAPLEM610A	E	Unit unchanged
LGAPLEM612B	LGAPLEM612B	E	Unit unchanged
LGAREGS301A	LGAREGS301A	E	Unit unchanged
LGAREGS302A	LGAREGS302A	E	Unit unchanged
LGAREGS303B	LGAREGS303B	E	Unit unchanged
LGAREGS304A	LGAREGS304A	E	Unit unchanged
LGAREGS305A	LGAREGS305A	E	Unit unchanged
LGAREGS402B	LGAREGS402B	E	Unit unchanged
LGAREGS403A	LGAREGS403A	E	Unit unchanged
LGAREGS404A	LGAREGS404A	E	Unit unchanged
LGAREGS406A	LGAREGS406A	E	Unit unchanged
LGAWORK201A	LGAWORK201A	E	Unit unchanged
LGAWORK204A	LGAWORK204A	E	Unit unchanged
LGAWORK205A	LGAWORK205A	E	Unit unchanged
LGAWORK206A	LGAWORK206A	E	Unit unchanged
LGAWORK208A	LGAWORK208A	E	Unit unchanged
LGAWORK209A	LGAWORK209A	E	Unit unchanged
LGAWORK210A	LGAWORK210A	E	Unit unchanged
LGAWORK211A	LGAWORK211A	E	Unit unchanged
LGAWORK212A	LGAWORK212A	E	Minor editorial changes to wording
LGAWORK301A	LGAWORK301A	E	Unit unchanged
LGAWORK302A	LGAWORK302A	E	Unit unchanged
LGAWORK303A	LGAWORK303A	E	Unit unchanged
LGAWORK304A	LGAWORK304A	E	Unit unchanged
LGAWORK305A	LGAWORK305A	E	Unit unchanged
LGAWORK306A	LGAWORK306A	E	Unit unchanged
LGAWORK307A	LGAWORK307A	E	Unit unchanged
LGAWORK308A	LGAWORK308A	E	Unit unchanged
LGAWORK309A	LGAWORK309A	E	Unit unchanged
LGAWORK310A	LGAWORK310A	E	Unit unchanged
LGAWORK311A	LGAWORK311A	E	Unit unchanged
LGAWORK401A	LGAWORK401A	E	Unit unchanged
LGAWORK402A	LGAWORK402A	E	Unit unchanged
LGAWORK403A	LGAWORK403A	E	Unit unchanged
LGAWORK404A	LGAWORK404A	E	Unit unchanged
LGAWORK405A	LGAWORK405A	E	Unit unchanged
LGAWORK406A	LGAWORK406A	E	Unit unchanged
LGAWORK501A	LGAWORK501A	E	Unit unchanged
LGAWORK502A	LGAWORK502A	E	Unit unchanged
LGAWORK503A	LGAWORK503A	E	Unit unchanged
LGAWORK601A	LGAWORK601A	E	Unit unchanged
LGAWORK602A	LGAWORK602A	E	Unit unchanged
LGAWORK603A	LGAWORK603A	E	Unit unchanged

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training which suits individual and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2010 (AQTF 2010), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2010.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2010. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example XYZ08. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example XYZ10108. Qualification codes are developed as follows:

the first three letters identify the Training Package;

the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

the next two numbers identify the position in the sequence of the qualification at that level; and

the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in LGACOM401A;

the first three characters signify the Training Package – – LGA04 Local Government Training Package – in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

the last character is always a letter and identifies the unit of competency version. An ‘A’ at the end of the code indicates that this is the original unit of competency. ‘B’, or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

this is followed by the words ‘in’ for Certificates I to IV, and ‘of’ for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

then, the industry descriptor, for example Telecommunications; and

then, if applicable, the occupational or functional stream in brackets, for example (Computer Systems).

For example:LGA30104 Certificate III in Local Government

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:LGACOM401A Administer contracts

Introduction to the LGA04 Local Government Training Package

Development of the Local Government Training Package

Ensuring a highly skilled workforce is essential for the ongoing success and future strength of the local government sector in Australia.

Australian Local Government Training (ALGT) was commissioned by the Australian National Training Authority (ANTA) to conduct an audit or review of the Local Government Training Package during 2002. The audit was part of a routine process conducted after the Training Package had been endorsed for 18 months.

The resultant report identified the nature of work conducted within councils across the nation. The capacity of the current Local Government Training Package to meet the needs of councils was then tested and recommendations to support the enhancement of the Training Package were made.

The audit was timely. It was more than seven years since the basic work involved in the endorsement of the Training Package was undertaken and a great deal had happened within local government and workplaces generally during this time. The audit provided an opportunity to build an understanding of those changes and develop appropriate solutions that are reflected in this Training Package.

The development of the Training Package was undertaken by four teams of developers responsible for gathering information from industry about the current and emerging skill development needs of the various sectors of the industry. The sectors addressed by the teams were:

administration, planning and land management

health and environment, regulatory services and Indigenous and remote communities

operational works

The development teams used a variety of techniques to ensure appropriate consultation with their industry sectors, including:

the use of an industry advisory group to act as expert guides during the process

workshops

site visits

email

e-bulletins

web consultations

Local Government trends reflected in the Training Package

Councils perform a breadth of functions that extends well beyond the areas of 'roads, rates and rubbish' that has so unfortunately been used to stereotype the operations of the third tier of government in Australia.

Councils are now providing local leadership in community, economic and infrastructure development. They are working to build sustainable communities and local economies while offering an increasing range of social services and functions that may once have been performed by state or commonwealth governments.

Councils are also facilitating the growth and development of a range of enterprises in an effort to reposition communities whose traditional industries have declined in economic importance. This is demonstrated particularly in regional and rural Australia where councils are involved in new business enterprises ranging from the establishment of tourism initiatives to olive and tea tree plantations.

Emerging and Growing Areas of Work

Restructuring and a broadening of the ambit of councils' responsibility have led to new work formations in many councils.

Three strong themes have been identified that must be reflected in any Training Package enhancement. These are:

a general call for more multi-skilled staff, particularly in small councils facing increased responsibilities

the need for a greater range of skills and skills of increasing complexity as the new and expanded range of functions are embraced

the need to place the uniqueness of community service and support at the heart of all work

Principles guiding the Training Package development

The Local Government Training Package was redeveloped to:

reflect the work that actually occurs in councils

recognise and build pathways between the higher education sector and the vocational education and training (VET) sector

provide sufficient flexibility to represent the myriad work profiles in councils

have sufficient depth to represent the complexity of work that is undertaken

result in qualifications with relevant titles that assist council workers to describe the work that they do and assist with career development

be readily understood by industry and registered training organisations (RTOs)

be readily maintained and enhanced in the future

Fundamental to the achievement of these goals is the use of a framework approach to support the redevelopment of the Local Government Training Package.

A framework provides:

increased flexibility with the capacity to draw (within stated packaging rules) from all current and future Training Packages and across what are now distinct streams of the local government specific qualifications

ease of maintenance. In the initial version of the Training Package the specification of particular units from other Training Packages led to confusion when an imported unit was reviewed or changed in the 'parent' Training Package but remained endorsed in its original form in the Local Government Training Package.

The local government framework recognises that all employees require access to underpinning skills that enable effective operation in, and understanding of, the industry. These local government specific skills are a fundamental component of the Training Package.

The framework approach also acknowledges the reality that people working in local government require vocationally specific skills in either a discipline such as building planning, land management or environmental regulation that is specific to local government or the application of other industries' specific skills such as librarianship or child care work. Local government employees may require a blend of skills from across other industry Training Packages to meet their working needs.

Finally, the framework supports the career progression of individuals who require their industry knowledge and vocational, specialist or technical skills to be enriched with management and leadership skills.

This model complements the diverse career and qualification pathways within local government. It enables:

VET and university graduates entering the industry with existing qualifications to undertake a specialist function such as health and environment to 'sandwich' these vocationally specific skills with core induction skills that will provide the industry context for their work

new entrants without existing qualifications and industry skills to commence employment within a council and be supported (typically through a traineeship or apprenticeship) to gain initial industry-specific skills and nationally recognised vocationally specific qualifications gained from the Local Government Training Package or another industry's Training Package. The framework would then provide a pathway to supervision, management and leadership in local government as the individual's career progressed.

Advice regarding qualifications for VET in Schools

The qualification LGA10104 Certificate I in Local Government and LGA20104 Certificate II in Local Government are highly suitable for use in VET in Schools programs, or for New Apprenticeships in Schools. In some circumstances, it will also be appropriate to use Qualification and Units of Competency from higher levels in schools programs, providing that the requirements for assessment in the Assessment Guidelines and the Units of Competency are fully met.

Implementation of the Local Government Training Package in schools is an ideal opportunity for the respective State and Territory authorities to expand their concern for national consistency to include the outcomes for their VET in Schools programs.

New Apprenticeships

New Apprenticeships and Local Government Qualifications

New Apprenticeships (Traineeships and Apprenticeships) provide one of the approaches for achieving qualifications in the Local Government Training Package.

All Certificate levels identified in this framework are potentially accessible as a New Apprenticeship. The capacity to actually create a New Apprenticeship in any of the qualifications will depend on industry demand, resources available at the State or Territory level and any award requirements.

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

Certificate I in ...

Certificate II in ...

Certificate III in ...

Certificate IV in ...

Diploma of ...

Advanced Diploma of ...

Vocational Graduate Certificate of ...

Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate knowledge by recall in a narrow range of areas;

demonstrate basic practical skills, such as the use of relevant tools;

perform a sequence of routine tasks given clear direction

receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate basic operational knowledge in a moderate range of areas;

apply a defined range of skills;

apply known solutions to a limited range of predictable problems;

perform a range of tasks where choice between a limited range of options is required;

assess and record information from varied sources;

take limited responsibility for own outputs in work and learning.

Certificate III

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate some relevant theoretical knowledge

apply a range of well-developed skills

apply known solutions to a variety of predictable problems

perform processes that require a range of well-developed skills where some discretion and judgement is required

interpret available information, using discretion and judgement

take responsibility for own outputs in work and learning

take limited responsibility for the output of others.

Certificate IV

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

apply solutions to a defined range of unpredictable problems

identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

identify, analyse and evaluate information from a variety of sources

take responsibility for own outputs in relation to specified quality standards

take limited responsibility for the quantity and quality of the output of others.

Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

analyse and plan approaches to technical problems or management requirements

transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

evaluate information, using it to forecast for planning or research purposes

take responsibility for own outputs in relation to broad quantity and quality parameters

take some responsibility for the achievement of group outcomes.

Advanced Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of specialised knowledge with depth in some areas

analyse, diagnose, design and execute judgements across a broad range of technical or management functions

generate ideas through the analysis of information and concepts at an abstract level

demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills

demonstrate accountability for personal outputs within broad parameters

demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate

Characteristics of competencies or learning outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.

Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts.

Generate and evaluate ideas through the analysis of information and concepts at an abstract level.

Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts.

Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts. Further specialisation within a systematic and coherent body of knowledge. Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts. Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level. Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts. Demonstrate full responsibility and accountability for personal outputs. Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

Qualifications and Packaging Rules

Imported and local government specialist and general elective units are to be drawn from an AQF level that will ensure that the integrity of the qualification level is maintained.

General elective units can be drawn from within the Local Government Training Package common, specialist or general elective pools or imported from other Training Packages while not exceeding the nominated maximum number of imported units.

No specialist, general or imported elective units used in the packaging of a qualification are to be included in the packaging of subsequent qualifications undertaken by the candidate.

Only three common units used in the packaging of a qualification for a candidate can be used in the packaging of a qualification at a subsequent and higher qualification undertaken by the candidate.

One elective unit may be drawn from one AQF level below or above (where available).

Qualification Pathways

The following pathways charts are provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact

Government Skills Australia www.governmentskills.com.au.

The qualification packaging rules and framework to support the Local Government Training Package have been designed to support the key industry need for flexibility. Councils are diverse in needs, size and organisational structures. The requirements of a small regional council with a flat organisational structure and multi-skilled workforce are much different to a larger council with higher levels of specialisation.

Councils also have a high level of commitment to ongoing skill development of staff and, typically, also benefit from coordinated and planned human resource functions including a strong culture of structured induction programs.

Councils require the deployment of competency across a broad range of technical skill areas. For example, councils employ highly skilled librarians, health workers, engineers, horticulturalists, administrators, accountants and facilities managers. These skills are, however, deployed within the unique environment of a tier of government that provides direct services to its local community. As people progress within a council, their technical skills must be enriched with management, governance and planning competencies that reflect their unique workplace. These concepts are to be found throughout the qualifications, and especially within the Vocational Graduate Certificate of Local Government Management, which is designed to support senior council staff.

The framework structure is premised on the packaging of:

Common units that reflect the broad range of skills used across the council but with greater flexibility than that provided by the previous fixed core. The local government industry sees that the common units provide sufficient coverage to enable the packaging of induction programs for new employees in councils across the nation.

Specialist units that provide the depth of skills necessary for a wide range of specialist occupations.

General elective units, including those for Indigenous and remote councils, which reflect additional local government skills that can be used in a range of settings and across all qualifications.

The qualifications framework and packaging rules are also designed to enable two types of qualifications:

Generic or generalist qualifications that will be particularly useful for councils with staff whose work involves a wide range of functions and who require breadth and variety in their qualifications. These qualifications will also provide valuable introductory traineeships for potentially all new employees before they move on to specialist areas of work. The introduction of generic qualifications reflects a significant innovation and a departure from the qualification structure used in the initial version of the Local Government Training Package.

Specialist qualifications that reflect the functions performed by a wide range of technical specialist areas of council such as planning or regulatory services.

These distinct qualification pathways reflect the historical development of pathways within streams and the varying needs of a diverse workforce servicing management, administration, planning, health and environment and operational works.

Skill Sets

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording ‘these competencies meet [insert skill set title or identified industry area] need’ on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2010 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

Skill Sets in this Training Package

This section provides information on Skill Sets within this Training Package, with the following important disclaimer: Readers should ensure that they have also read the part of the Training Package that outlines licensing and regulatory requirements.

Where this section is blank, nationally recognised Skill Sets have yet to be identified in this industry.

Local Government compliance management skill set

Entrants’ induction skill set

Elected members skill set

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing and registration requirements; and assessment pathways.

Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an important tool in supporting quality assessment.

Assessment within the National Skills Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Assessment must be carried out in accordance with the:

benchmarks for assessment

principles of assessment

rules of evidence

assessment requirements set out in the AQTF

Benchmarks for Assessment

The endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Principles of Assessment

All assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validity

reliability

flexibility

fairness

sufficiency

These principles must be addressed in the:

design, establishment and management of the assessment system for this Training Package

development of assessment tools, and

the conduct of assessment.

Validity

Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

(a)	assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance

(b)	assessment of knowledge and skills must be integrated with their practical application

(c)	judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each unit of competency provide advice on sufficiency

Reliability

Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.

Flexibility

To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.

Fairness

Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Sufficiency

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

Rules of Evidence

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic.

Valid

Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods.

Sufficient

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Current

In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.
Assessment Requirements of the Australian Quality Training Framework

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from <www.training.com.au>.

The following points summarise the assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering Body in accordance with the AQTF. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training and assessment must be competent for the functions they perform. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards for Initial and Continuing Registration..

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Issuing AQF qualifications and Statement of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF and the edition of the AQF Implementation Handbook—available on the AQF Council website <www.aqf.edu.au >

Licensing/Registration Requirements

This section provides information on licensing/registration requirements for this Training Package, with the following important disclaimer.

The developers of this Training Package consider that no licensing or registration requirements apply to RTOs, assessors or candidates with respect to this Training Package. Contact the relevant State or Territory Department(s) to check if there are any licensing or registration requirements with which you must comply. For further information on this topic Contact the relevant State or Territory Department(s) to check if the licensing/registration requirements described below still apply, and to check if there are any others with which you must comply. For further information contact Government Skills Australia www.governmentskills.com.au

Requirements for Assessors

In order to conduct assessment for statutory licensing or other industry registration requirements, assessors must meet the requirements outlined in the following chart, in addition to the AQTF requirements.

LICENCE/REGISTRATION	JURISDICTION	REQUIREMENTS

These requirements may be met through

Pathways

The competencies in this Training Package may be attained in a number of ways including through:

formal or informal education and training

experiences in the workplace

general life experience, and/or

any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, or a recognition pathway, or a combination of the two as illustrated in the following diagram.

Units of Competency	Statement of Attainment and/or qualification under the Australian Qualifications Framework
	Learning and Assessment Pathways	

and/or

	Credit Pathways (RPL and Credit Transfer)	

Each of these assessment pathways leads to full recognition of competencies held – the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package , the AQTF and, where relevant, the Australian Qualifications Framework.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Credit Pathways

Credit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications which reduces the volume of learning required to achieve a qualification.

Credit arrangements must be offered by all RTOs that offer Training Package qualifications. Each RTO must have a systematic institutional approach with clear, accessible and transparent policies and procedures.

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were acquired, provided that the learning is relevant to the unit of competency outcomes.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit.

The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities.

The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:

existing workers;

individuals with overseas qualifications;

recent migrants with established work histories;

people returning to the workplace; and

people with disabilities or injuries requiring a change in career.

As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well as knowledge of and expertise in RPL assessment policies and procedures.

Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:

questioning (oral or written)

consideration of a portfolio and review of contents

consideration of third party reports and/or other documentation such as documentation such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component

mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components

observation of performance, and

participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification component/s.

In a Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met.

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate’s own work);

valid (directly related to the current version of the relevant endorsed unit of competency);

reliable (shows that the candidate consistently meets the endorsed unit of competency);

current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency); and

sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

Credit Transfer

Credit transfer is a process which provides learners with agreed and consistent credit outcomes based on equivalences in content between matched qualifications.

This process involves education institutions:

mapping, comparing and evaluating the extent to which the defined learning outcomes and assessment requirements of the individual components of one qualification are equivalent to the learning outcomes and assessment requirements of the individual components of another qualification

making an educational judgment of the credit outcomes to be assigned between the matched components of the two qualifications

setting out the agreed credit outcomes in a documented arrangement or agreement, and

publicising the arrangement/agreement and credit available.

Combination of Pathways

Credit may be awarded on the basis of a combination of credit transfer plus an individual RPL assessment for additional learning. Once credit has been awarded on the basis of RPL, subsequent credit transfer based on these learning outcomes should not include revisiting the RPL assessment but should be based on credit transfer or articulation or other arrangements between providers.

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor Requirements

This section identifies the specific requirements on the vocational competence and experience for assessors, to ensure that they meet the needs of industry and their obligations under AQTF, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

The AQTF specifies mandatory competency requirements for assessors. For information, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4 Training and assessment are conducted by trainers and assessors who: have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and have the relevant vocational competencies at least to the level being delivered or assessed, and can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. * See AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2

Designing Assessment Tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these relate to the current version of the relevant unit of competency. The current unit of competency can be checked on the National Register <www.ntis.gov.au>.

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

are benchmarked against the relevant unit or units of competency;

are reviewed as part of the validation of assessment strategies required under the AQTF; and

meet the assessment requirements expressed in the AQTF 2010 Essential Standards for Initial and Continuing Registration.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package.

Language, Literacy and Numeracy

The design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace and not exceed these expectations.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2010 Essential Standards for Initial and Continuing Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

1.5 Assessment, including Recognition of Prior Learning (RPL): meets the requirements of the relevant Training Package or accredited course is conducted in accordance with the principles of assessment and the rules of evidence meets workplace and, where relevant, regulatory requirements is systematically validated.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such, they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded within each unit of competency, and an Employability Skills Summary is available for each qualification. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the application of Employability Skills at that qualification outcome

designing training and assessment to address Employability Skills requirements.

The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from <http://www.training.com.au/>.

The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at <http://employabilityskills.training.com.au>

For more information on Employability Skills in

Government Skills Australia Training Packages go to the Government Skills Australia website at www.governmentskills.com.au.

Employability Skills are reported on each qualification using the following statement on the qualification testamur: "A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.com.au "

Access and Equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

Reasonable Adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to http://www.deewr.gov.au/tpdh/Pages/home.aspx .

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Government Skills Australia

Level 11, 147 Pirie St

Adelaide SA 5000

Ph: (08) 8100 7400

Fax: (08) 8232 7444

Email: info@governmentskills.com.au

Technical and Vocational Education and Training (TVET) Australia Limited Level 21, 390 St Kilda Road, Melbourne VIC 3150 PO Box 12211, A’Beckett Street Post Office, Melbourne, Victoria, 8006 Ph: +61 3 9832 8100 Fax: +61 3 9832 8198 Email: sales@tvetaustralia.com.au Web: www.tvetaustralia.com.au
For information on the TAE10 Training and Education Training Package contact: Innovation & Business Skills Australia Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Email: virtual@ibsa.org.au Web: www.ibsa.org.au

General Resources

AQF Implementation Handbook, Fourth Edition 2007. Australian Qualifications Framework Advisory Board, 2002 <www.aqf.edu.au>

Australian Quality Training Framework (AQTF) and AQTF 2010 Users’ Guide to the Essential Standards for Registration – http://www.training.com.au/pages/menuitem5cbe14d51b49dd34b225261017a62dbc.aspx

For general information and resources go to http://www.training.com.au/

The National Register is an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - <www.ntis.gov.au>

The Training Package Development Handbook site provides National Quality Council policy for the development of Training Packages. The site also provides guidance material for the application of that policy, and other useful information and links. http://www.deewr.gov.au/Skills/Overview/Policy/TPDH/Pages/main.aspx

Assessment Resources

Registered training organisations (RTOs) are at the forefront of vocational education and training (VET) in Australia. They translate the needs of industry into relevant, quality, client-focussed training and assessment.

RTOs should strive for innovation in VET teaching and learning practices and develop highly flexible approaches to assessment which take cognisance of specific needs of learners, in order to improve delivery and outcomes of training.

Resources can be purchased or accessed from:

TVET Australia – provides an integrated service to enable users of the national training system to identify and acquire training materials, identify copyright requirements and enter licenses for use of that material consistent with the scope and direction of the NQC.

http://www.productservices.tvetaustralia.com.au/

Government Skills Australia www.governmentskills.com.au

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisations (RTOs) may contextualise units of competency in this endorsed Training Package to reflect required local outcomes. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this Training Package must be within the bounds of the following advice:

RTOs must not remove or add to the number and content of elements and performance criteria.

RTOs can include specific industry terminology in the range statement.

Any amendments and additions to the range statement made by RTOs must not diminish the breadth of application of the competency, or reduce its portability.

RTOs may add detail to the evidence guide in areas such as the critical aspects of evidence or required resources and infrastructure—but only where these expand the breadth of the competency and do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills

This sub-section contains a statement that the unit contains Employability skills.

Pre-requisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment;

relationships with the assessment of any other units of competency;

suitable methodologies for conducting assessment including the potential for workplace simulation;

resource implications, for example access to particular equipment, infrastructure or situations;

how consistency in performance can be assessed over time, various contexts and with a range of evidence; and

the required underpinning knowledge and skills

Employability Skills in Units of Competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

embedded in units of competency as part of the other performance requirements that make up the competency as a whole

explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Sample unit of competency components showing Employability Skills

The following table shows the sequence of a unit of competency, and each cell contains text taken from a range of units. It provides examples of where and how various Employability Skills could be embedded in each component.

Please note that in the example, the bracketed Employability Skills are provided for clarification only and would not be present in units of competency within this Training Package.

Unit Title	Give formal presentations and take part in meetings (Communication)
Unit Descriptor	This unit covers the skills and knowledge required to promote the use and implementation of innovative work practices to effect change. (Initiative and enterprise)
Element	Proactively resolve issues. (problem solving)
Performance Criteria	Information is organised in a format suitable for analysis and dissemination in accordance with organisational requirements. (Planning and organising)
Range Statement	Software applications may include email, internet, word processing, spreadsheet, database or accounting packages. (technology)
Required Skills and Knowledge	Modify activities depending on differing workplace contexts, risk situations and environments. (Learning) Work collaboratively with others during a fire emergency. (teamwork) Instructions, procedures and other information relevant the maintenance of vessel and port security. (Communication)
Evidence Guide	Evidence of having worked constructively with a wide range of community groups and stakeholders to solve problems and adapt or design new solutions to meet identified needs in crime prevention. In particular, evidence must be obtained on the ability to: assess response options to identified crime-prevention needs and determine the optimal action to be implemented in consultation with relevant others, design an initiative to address identified issues. (Initiative and enterprise).

Employability Skills Summaries and units of competency

An Employability Skills Summary exists for each qualification. Summaries include broad advice on industry expectations with regard to Employability Skills at the qualification level. Summaries should be used by trainers and assessors to assist in identifying the Employability Skills requirements contained within units of competency.