ICP10 Printing and Graphic Arts

Release: 1.0

Contents

Modification History	3

Imprint	4

Preliminary Information	5

Training Package Details	6

List of AQF Qualifications	8

Units of competency in this Training Package and their prerequisites	9

Imported units of competency	22

Mapping of Qualifications	27

Overview	46

Qualifications Framework	51

Qualification Pathways	56

Skill Sets	61

Employability Skills	62

Qualifications	65

Competency Standards - Industry Contextualisation	66

Assessment Guidelines	66

Competency Standards	92

Appendices	97

Modification History

Version Modification History

Version	Release Date	Comments
ICP10 Version 1.0	July 5th 2010	inclusion of additional digital printing units of competency addition of two digital printing qualifications qualifications updated to include a core environmental sustainability unit and additional choice of elective units.
ICP05 Version 2.0	2007	employability skills included and minor typographical changes made unit code changed to reflect employability skills changes units reformatted into latest template requirements skills and Knowledge improved.
ICP05 Version 1.0	31/8/05
ICP99	1999	Initial release

Imprint

ICP10 Printing and Graphic Arts

Published by: Innovation and Business Industry Skills Council

Level 11 176 Wellington Pde East Melbourne, 3002 VIC ABN:

Phone: (03) 9815 7000

Fax: (03) 98157001

Email:

Website: http://www.ibsa.org.au

First published: 5 July 2010

ISBN:

Printed by:

AEShareNet Code:

Print Version No:

Release Date: 5 July 2010

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 - 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 Innovation and Business Industry Skills Council at http://www.ibsa.org.au 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 Packages national code (which remains the same during its period of endorsement).

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
ICP10Versi 1.0	oTnBA	• inclusion of additional digital printing units of competency • addition of two digital printing qualifications • qualifications updated to include a core environmental sustainability unit and additional choice of elective units.
ICP05Versi 2.0	o2n007	• employability skills included and minor typographical changes made • unit code changed to reflect employability skills changes • units reformatted into latest template requirements • skills and Knowledge improved.
ICP05Versi 1.0	o3n1/8/05
ICP99	1999	Initial release

ICP10 Printing and Graphic Arts Training Package is a revision of ICP05 Printing and Graphic

Arts Training Package Version 2.0. Version 1 of ICP05 was endorsed on 31 August 2005. In

2007 ICP05 Version 2.0 was updated which resulted in some minor typographical changes to units of competency listed within qualifications and the incorporation of Employability Skills.

ICP10 involved a number of changes to the Training Package. The major change was the inclusion of additional digital printing units of competency and two digital printing qualifications the Certificate II in Printing and graphic Arts (Digital Printing) and the Certificate III in Printing and Graphic Arts (Digital Printing). These qualifications replace the current Certificate II and Certificate III Instant Print qualifications.

Training Package Details

Training Package Details

Training Package Code:	ICP10
Training Package Name:	Printing and Graphic Arts
First Published:	2010
AEShareNet Code:
Print Version Number:	1
Endorsed Date:
Copyright Year:	2010
Training Package Review Date:
ISC Name:	Innovation and Business Skills Australia
ISC Website URL:	www.ibsa.org.au

Training Package Volume Number	Training Package Volume Name
1	1 of
2	2 of
3	3 of

Training Package Volume Number	Training Package Volume Statement
1	Introduction, Qualifications Framework and Assessment Guidelines
2	ICP10 Units of competency
3	Imported units of competency

Training Package Volume Number	Training Package Volume Description
1	This document is Volume 1 of the Printing and Graphic Arts Training Package endorsed components. As such it provides the introduction to the Training Package, including the Assessment Guidelines and the Qualification Framework. It should not be used in isolation, users will need to ensure they have the relevant volume or volumes for the particular industry sector containing the endorsed units of competency.
2	This volume contains the ICP10 units of competency. It should not be used in isolation but must be used in conjunction with Volume 1 which includes the Qualifications Framework and Assessment Guidelines, and with Volume 3 which contains imported units of competency.
3	This volume contains imported units of competency. It should not be used in isolation but must be used in conjunction with Volume 1 which includes the Qualifications Framework and Assessment Guidelines, and with Volume 2 which contains ICP10 units of competency.

Training Package Volume Number	ISBN Number
1

List of AQF Qualifications

List of AQF Qualifications

Qualification Code	Title
ICP20110	Certificate II in Printing and Graphic Arts (General)
ICP20210	Certificate II in Printing and Graphic Arts (Desktop Publishing)
ICP20310	Certificate II in Printing and Graphic Arts (Digital Printing)
ICP20410	Certificate II in Printing and Graphic Arts (Print Production Support)
ICP20510	Certificate II in Printing and Graphic Arts (Screen Printing)
ICP20610	Certificate II in Printing and Graphic Arts (Converting, Binding and Finishing)
ICP20710	Certificate II in Printing and Graphic Arts (Sacks and Bags)
ICP20810	Certificate II in Printing and Graphic Arts (Cartons)
ICP20910	Certificate II in Printing and Graphic Arts (Corrugating)
ICP21010	Certificate II in Printing and Graphic Arts (Mail House)
ICP21110	Certificate II in Printing and Graphic Arts (Ink Manufacture)
ICP30110	Certificate III in Printing and Graphic Arts (Graphic Design Production)
ICP30210	Certificate III in Printing and Graphic Arts (Graphic Pre-press)
ICP30310	Certificate III in Printing and Graphic Arts (Multimedia)
ICP30410	Certificate III in Printing and Graphic Arts (Digital Printing)
ICP30510	Certificate III in Printing and Graphic Arts (Printing)
ICP30610	Certificate III in Printing and Graphic Arts (Screen Printing)
ICP30710	Certificate III in Printing and Graphic Arts (Print Finishing)
ICP30810	Certificate III in Printing and Graphic Arts (Sacks and Bags)
ICP30910	Certificate III in Printing and Graphic Arts (Cartons and Corrugating)
ICP31010	Certificate III in Printing and Graphic Arts (Mail House)
ICP31110	Certificate III in Printing and Graphic Arts (Ink Manufacture)
ICP40110	Certificate IV in Printing and Graphic Arts (Graphic Pre-press)
ICP40210	Certificate IV in Printing and Graphic Arts (Multimedia)
ICP40310	Certificate IV in Printing and Graphic Arts (Printing)
ICP40410	Certificate IV in Printing and Graphic Arts (Print Finishing)
ICP40510	Certificate IV in Printing and Graphic Arts (Mail House)
ICP40610	Certificate IV in Printing and Graphic Arts (Management/Sales)
ICP40710	Certificate IV in Printing and Graphic Arts (Process Leadership)
ICP50110	Diploma of Printing and Graphic Arts (Digital Production)
ICP50210	Diploma of Printing and Graphic Arts (Multimedia)
ICP50310	Diploma of Printing and Graphic Arts (Printing)
ICP50410	Diploma of Printing and Graphic Arts (Management/Sales)
ICP50510	Diploma of Printing and Graphic Arts (Process Improvement)

Units of competency in this Training Package and their prerequisites

Code	Title	Prerequisite
ICPCF105C	Operate in-line mail machine	None
ICPCF202C	Handline mail	None
ICPCF203C	Collate and insert mail manually	None
ICPCF204C	Operate addressing machine	None
ICPCF208C	Set up and operate a cheque mailer machine	None
ICPCF209C	Set up and operate in-line mail machine	None
ICPCF2101C	Set up and run machine for sewing	None
ICPCF2104C	Set up single-faced web	None
ICPCF2106C	Set up double-faced web	None
ICPCF2108C	Produce basic folded and glued cartons	None
ICPCF220C	Produce basic converted or finished product	None
ICPCF221C	Set up and produce basic guillotined product	None
ICPCF222C	Set up and operate in-line cutter	None
ICPCF223C	Set up machine for cutting (trimming)	None
ICPCF224C	Produce cut (trimmed) product	None
ICPCF225C	Set up machine for basic flat-bed die cutting or embossing	None
ICPCF226C	Produce basic flat-bed die cut or embossed product	None
ICPCF227C	Set up machine for basic rotary die cutting or embossing	None
ICPCF228C	Produce basic rotary die cut or embossed product	None
ICPCF231C	Set up machine for basic flat-bed cutting	None
ICPCF232C	Produce basic flat-bed cut product	None
ICPCF235C	Set up machine for basic rotary cutting	None
ICPCF236C	Produce basic rotary cut product	None
ICPCF241C	Set up machine for basic single or continuous folding	None
ICPCF242C	Produce basic single or continuous folded product	None
ICPCF243C	Set up machine for basic collating or inserting (sheet/section)	None
Code	Title	Prerequisite
ICPCF244C	Produce basic collated or inserted (sheet/section) product	None
ICPCF245C	Set up and produce hand-collated or -inserted product	None
ICPCF261C	Set up machine for basic adhesive, mechanical or thermal fastening	None
ICPCF262C	Produce basic adhesive, mechanical or thermal fastened product	None
ICPCF263C	Set up and produce hand-fastened product	None
ICPCF281C	Set up machine for basic laminating	None
ICPCF282C	Produce basic laminated product	None
ICPCF294C	Set up profile cutting for envelope manufacture	None
ICPCF297C	Clean sack and bag machines	None
ICPCF298C	Run and monitor sack and bag machines	None
ICPCF3100C	Run and monitor in-line tube making machine for sack or bag manufacture	ICPCF298C
ICPCF3101C	Run and monitor in-line bottom making machine for sack or bag manufacture	ICPCF298C
ICPCF3102C	Set up and monitor in-line scoring, folding and gluing machine for sack or bag manufacture	ICPCF298C
ICPCF3103C	Run and monitor envelope manufacturing machines	None
ICPCF3105C	Produce single-faced web	None
ICPCF3106C	Set up machine for basic carton folding and gluing	None
ICPCF3107C	Produce double-faced web	None
ICPCF3109C	Produce complex folded and glued cartons	None
ICPCF311C	Prepare for cutting forme and stripper making	None
ICPCF312C	Set cutting forme and strippers	None
ICPCF320C	Produce complex converted or finished product	None
ICPCF321C	Set up and produce complex guillotined product	None
ICPCF326C	Undertake pre make-ready for die cutting	None
ICPCF327C	Set up machine for complex rotary die cutting or embossing	None
Code	Title	Prerequisite
ICPCF328C	Produce complex rotary die cut or embossed product	None
ICPCF341C	Set up machine for complex sequenced or multiple folding	None
ICPCF342C	Produce complex sequenced or multiple folded product	None
ICPCF343C	Set up machine for complex collating or inserting (sheet/section/reel)	None
ICPCF344C	Produce complex collated or inserted (sheet/section/reel) product	None
ICPCF361C	Set up machine for complex adhesive, mechanical or sewn fastening	None
ICPCF362C	Produce complex adhesive, mechanical or sewn fastened product	None
ICPCF369C	Set up and produce hand-made box	None
ICPCF371C	Decorate paper	None
ICPCF381C	Set up machine for complex laminating	None
ICPCF382C	Produce complex laminated product	None
ICPCF391C	Use electronic monitoring systems (converting and finishing)	None
ICPCF392C	Produce product on window gluer	None
ICPCF393C	Set up machine for envelope manufacture	None
ICPCF395C	Set up and operate folder gluer machine	None
ICPCF396C	Set up in-line scoring, folding and gluing machine for envelope manufacture	None
ICPCF398C	Set up in-line bottom making machine for sack or bag manufacture	ICPCF298C
ICPCF399C	Set up in-line tube making machine for sack or bag manufacture	ICPCF298C
ICPCF406C	Set up and load in-line smart card machine	None
ICPCF407C	Operate a smart card machine and pack product	None
ICPCF410C	Set up machine for complex carton folding and gluing	None
ICPCF425C	Set up machine for complex flat-bed die cutting or embossing	None

Code	Title	Prerequisite
ICPCF426C	Produce complex flat-bed die cut or embossed product	None
ICPCF465C	Set up and produce hand-bound book	None
ICPCF467C	Restore books	None
ICPIM211C	Select and prepare materials for production	None
ICPIM221C	Blend chemicals	None
ICPIM251C	Filter and pack product	None
ICPIM331C	Manufacture inks and coatings	None
ICPIM335C	Manufacture varnish and resin	None
ICPKN311C	Apply knowledge of the graphic pre-press sector	None
ICPKN312C	Apply knowledge of printing machining	None
ICPKN313C	Apply knowledge and requirements of the converting, binding and finishing sector	None
ICPKN314C	Apply knowledge and requirements of the screen printing sector	None
ICPKN315C	Apply knowledge and requirements of the multimedia sector	None
ICPKN316C	Apply knowledge and requirements of paper and printing processes	None
ICPKN317C	Apply knowledge and requirements of the ink manufacturing sector	None
ICPKN318C	Apply knowledge and requirements of mail house operations	None
ICPKN319C	Apply knowledge and processes of converting paper-based products	None
ICPKN320C	Apply knowledge and requirements of information technology systems in the printing industry	None
ICPKN321A	Apply knowledge and requirements of digital production	None
ICPMM263C	Access and use the Internet	None
ICPMM296C	Create and test a CD-ROM/DVD	None
ICPMM321C	Capture a digital image	None
ICPMM322C	Edit a digital image	None
Code	Title	Prerequisite
ICPMM344C	Manipulate and incorporate audio into multimedia presentations	None
ICPMM346C	Incorporate video into multimedia presentations	None
ICPMM491C	Create an extensible document	ICAB4135B
ICPMM492C	Create an extensible style sheet	ICAB4135B
ICPMM581C	Manage multimedia production	None
ICPMM582C	Manage multimedia projects	None
ICPPP211C	Develop a basic design concept	None
ICPPP221C	Select and apply type	None
ICPPP223C	Photograph a line image	None
ICPPP224C	Produce pages using a page layout application	None
ICPPP225C	Produce graphics using a graphics application	None
ICPPP231C	Manually combine spot colour and basic four-colour images	None
ICPPP232C	Electronically combine and assemble data	None
ICPPP252C	Output images	None
ICPPP260C	Proof images	None
ICPPP266C	Produce relief plates	None
ICPPP267C	Produce offset lithographic plates	None
ICPPP268C	Make photopolymer plates (flexographic)	None
ICPPP269C	Produce photopolymer plates for pad printing	None
ICPPP272C	Produce gravure cylinders manually	None
ICPPP281C	Design basic carton	None
ICPPP283C	Prepare artwork for screen printing	None
ICPPP284A	Produce PDF files for online or screen display	None
ICPPP285A	Scan a mono image	None
ICPPP286A	Scan images for reproduction	None
ICPPP311C	Develop a detailed design concept	ICPPP211C
Code	Title	Prerequisite
ICPPP321C	Produce a typographic image	ICPPP221C
ICPPP322C	Digitise images for reproduction	None
ICPPP323C	Photograph and produce halftone images	None
ICPPP324C	Create pages using a page layout application	ICPPP224C
ICPPP325C	Create graphics using a graphics application	None
ICPPP331C	Manually combine complex four-colour images	None
ICPPP333C	Electronically combine complex images	None
ICPPP334C	Prepare an imposition format for printing processes	None
ICPPP352C	Output complex images	None
ICPPP360C	Undertake special colour proofing	None
ICPPP370C	Produce multiple image plates	None
ICPPP372C	Produce gravure cylinders electronically	None
ICPPP382C	Produce computer image for screen printing	None
ICPPP385C	Operate a database for digital printing	None
ICPPP386C	Undertake digital proofing	None
ICPPP396A	Generate high-end PDF files	ICPPP284A
ICPPP397A	Transfer digital files	None
ICPPP411C	Undertake a complex design brief	ICPPP311C
ICPPP421C	Compose and evaluate typography	ICPPP221C
ICPPP422C	Digitise complex images for reproduction	None
ICPPP423C	Apply colour to design brief	None
ICPPP430C	Manage colour	None
ICPPP435C	Generate complex imposition	None
ICPPP452C	Output complex images direct to plate or press	ICPPP352C
ICPPP481C	Design complex carton	None
ICPPP484C	Set up and operate automated workflow	None
ICPPP485C	Develop a digital data template	ICPPP385C
Code	Title	Prerequisite
ICPPP494C	Develop document content and structure	ICPPP396A
ICPPR211C	Mount and proof flexographic plates for basic printing	None
ICPPR214C	Produce basic flexographic printed product	None
ICPPR222C	Produce basic gravure printed product	None
ICPPR232C	Produce basic lithographic printed product	None
ICPPR242C	Produce basic pad printed product	None
ICPPR261C	Set up for foil stamping	None
ICPPR262C	Produce foil stamped product	None
ICPPR271C	Set up for basic coating	None
ICPPR272C	Produce basic coated product	None
ICPPR282C	Produce and manage basic digital print	None
ICPPR283A	Use digital media consumables	None
ICPPR284A	Introduction to colour management	None
ICPPR285A	Use digital workflow	None
ICPPR286A	Finish a digital product	None
ICPPR287A	Use digital processes	None
ICPPR288A	Produce basic relief printed product	None
ICPPR313C	Set up for basic flexographic printing	None
ICPPR314C	Produce complex flexographic printed product	None
ICPPR321C	Set up for basic gravure printing	None
ICPPR322C	Produce complex gravure printed product	None
ICPPR331C	Set up for basic lithographic printing	None
ICPPR332C	Produce complex lithographic printed product	None
ICPPR341C	Set up for basic pad printing	None
ICPPR342C	Produce complex pad printed product	None
ICPPR382C	Produce and manage complex digital print	None
ICPPR383C	Prepare for personalised digital printing	None
Code	Title	Prerequisite
ICPPR384A	Set up and produce basic digital print	None
ICPPR385A	Apply software applications to digital production	ICPSU281C
ICPPR386A	Troubleshoot digital media	None
ICPPR387A	Use colour management for production	ICPPR284A
ICPPR388A	Preflight and import complex images for digital device	None
ICPPR389A	Manage digital files	None
ICPPR390A	Generate a proof for digital production	None
ICPPR392A	Set up and produce specialised digital print	None
ICPPR393A	Set up for basic relief printing	None
ICPPR394A	Produce complex relief printed product	None
ICPPR411C	Mount and demount flexographic plates for complex printing	None
ICPPR413C	Set up for complex flexographic printing	None
ICPPR414C	Produce specialised flexographic printed product	None
ICPPR421C	Set up for complex gravure printing	None
ICPPR422C	Produce specialised gravure printed product	None
ICPPR431C	Set up for complex lithographic printing	None
ICPPR432C	Produce specialised lithographic printed product	None
ICPPR441C	Set up for complex pad printing	None
ICPPR442C	Produce specialised pad printed product	None
ICPPR451C	Set up for complex relief printing	None
ICPPR452C	Produce specialised relief printed product	None
ICPPR471C	Set up for complex coating	None
ICPPR472C	Produce complex coated product	None
ICPPR484C	Prepare for variable data printing	None
ICPPR491C	Use on-press monitoring of print quality	None
ICPPR492C	Use on-press print control devices	None
ICPPR493C	Set up and monitor in-line printing operations	None
Code	Title	Prerequisite
ICPPR494A	Apply advanced software applications to digital production	ICPPR385A
ICPPR495A	Set up and use complex colour management for production	ICPPR387A
ICPPR496A	Set up and produce complex digital print	ICPPR384A
ICPPR513C	Set up for specialised flexographic printing	None
ICPPR521C	Set up for specialised gravure printing	None
ICPPR531C	Set up for specialised lithographic printing	None
ICPPR541C	Set up for specialised pad printing	None
ICPPR551C	Set up for specialised relief printing	None
ICPPR552A	Manage digital production work flow	None
ICPSP211C	Reclaim screen automatically	None
ICPSP215C	Prepare screen	None
ICPSP221C	Prepare substrate	None
ICPSP222C	Prepare and cut screen print substrate	None
ICPSP233C	Manually prepare direct emulsion stencil	None
ICPSP235C	Prepare stencil using photographic indirect method	None
ICPSP270C	Manually prepare and produce screen prints	None
ICPSP271C	Manually produce basic screen prints	None
ICPSP273C	Semi-automatically produce basic screen prints	None
ICPSP275C	Automatically produce basic screen prints	None
ICPSP281C	Finish screen print products	None
ICPSP282A	Prepare film for basic screen printing	None
ICPSP311C	Reclaim screen manually	None
ICPSP333C	Automatically prepare direct emulsion stencil	None
ICPSP337C	Prepare stencil using photographic capillary method	None
ICPSP339C	Prepare stencil using direct projection method	None
ICPSP341C	Prepare stencil using direct electronic imaging method	None
ICPSP351C	Prepare machine and drying/curing unit	None
Code	Title	Prerequisite
ICPSP371C	Manually produce complex screen prints	None
ICPSP373C	Semi-automatically produce complex screen prints	None
ICPSP374C	Operate a semi-automatic screen printing machine	None
ICPSP375C	Automatically produce complex screen prints	None
ICPSP376C	Operate an automatic screen printing machine	None
ICPSP382C	Produce computer image for screen printing	None
ICPSP383A	Prepare film for complex screen printing	None
ICPSU120C	Pack product	None
ICPSU201C	Prepare, load and unload reels and cores on and off machine	None
ICPSU202C	Prepare, load and unload product on and off machine	None
ICPSU203C	Prepare and maintain the work area	None
ICPSU207C	Prepare machine for operation (basic)	None
ICPSU208C	Operate and monitor machines (basic)	None
ICPSU211C	Prepare ink and additives	None
ICPSU212C	Prepare coatings and adhesives	None
ICPSU216C	Inspect quality against required standards	None
ICPSU221C	Pack and dispatch product	None
ICPSU222C	Pack and dispatch solid waste	None
ICPSU224C	Perform basic machine maintenance	None
ICPSU225C	Perform small machine maintenance	None
ICPSU235C	Lift loads mechanically	None
ICPSU236C	Shift loads mechanically	None
ICPSU241C	Undertake warehouse or stores materials processing	None
ICPSU243C	Reconcile process outputs	None
ICPSU260C	Maintain a safe work environment	None
ICPSU261C	Follow OHS practices and identify environmental hazards	None
ICPSU262C	Communicate in the workplace	None

Code	Title	Prerequisite
ICPSU263C	Perform basic industry calculations	None
ICPSU271C	Provide basic instruction for a task	None
ICPSU280C	Enter data into electronic system	None
ICPSU281C	Use computer systems	None
ICPSU311C	Prepare ink and additives (advanced)	ICPSU211C
ICPSU321C	Pack and dispatch (advanced)	None
ICPSU323C	Dispose of waste	None
ICPSU342C	Undertake inventory procedures	None
ICPSU345C	Purchase materials and schedule deliveries	None
ICPSU351C	Undertake basic production scheduling	None
ICPSU352C	Plan operational processes	None
ICPSU357C	Apply quick changeover procedures	None
ICPSU362C	Communicate as part of a work team	None
ICPSU381C	Operate and maintain computer resources	None
ICPSU389C	Undertake basic root cause analysis	None
ICPSU417C	Perform laboratory quality tests of materials and finished product	None
ICPSU455C	Supervise and schedule work of others	None
ICPSU456C	Control production	None
ICPSU458C	Monitor production workflow	ICPSU216C
ICPSU464C	Provide customer service and education	None
ICPSU482C	Troubleshoot and optimise materials and machinery	None
ICPSU485C	Implement a Just-in-Time (JIT) system	None
ICPSU486C	Mistake proof a production process	None
ICPSU487C	Analyse manual handling processes	None
ICPSU488C	Ensure process improvements are sustained	None
ICPSU516C	Set and apply quality standards	None
ICPSU553C	Prepare production costing estimates	None
Code	Title	Prerequisite
ICPSU554C	Manage teams	None
ICPSU561C	Implement and monitor OHS	None
ICPSU583C	Troubleshoot and optimise the production process	None
ICPSU684C	Determine and improve process capability	None

Imported units of competency

Imported units of competency

Code	Name	Origin
AUM4012A	Apply quality assurance techniques	AUM08
BSBCCO201A	Action customer contact	BSB07
BSBCMM401A	Make a presentation	BSB07
BSBCUS301A	Deliver and monitor a service to customers	BSB07
BSBCUS401A	Coordinate implementation of customer service strategies	BSB07
BSBCUS501A	Manage quality customer service	BSB07
BSBDES302A	Explore and apply the creative design process to 2D forms	BSB07
BSBDES601A	Manage design realisation	BSB07
BSBFLM309C	Support continuous improvement systems and processes	BSB07
BSBINN201A	Contribute to workplace innovation	BSB07
BSBINN301A	Promote innovation in a team environment	BSB07
BSBIPR601A	Develop and implement strategies for intellectual property management	BSB07
BSBITU306A	Design and produce business documents	BSB07
BSBMGT402A	Implement operational plan	BSB07
BSBMGT403A	Implement continuous improvement	BSB07
BSBMGT515A	Manage operational plan	BSB07
BSBMGT516A	Facilitate continuous improvement	BSB07
BSBMGT608B	Manage innovation and continuous improvement	BSB07
BSBMKG401B	Profile the market	BSB07
BSBMKG413A	Promote products and services	BSB07
BSBMKG501B	Identify and evaluate marketing opportunities	BSB07
BSBPMG401A	Apply project scope management techniques	BSB07
BSBPRO401A	Develop product knowledge	BSB07
BSBREL401A	Establish networks	BSB07
BSBREL402A	Build client relationships and business networks	BSB07
BSBSLS402A	Identify sales prospects	BSB07
BSBSLS404A	Secure prospect commitment	BSB07
BSBSLS405A	Support post-sale activities	BSB07
BSBSLS501A	Develop a sales plan	BSB07
BSBSMB301A	Investigate micro business opportunities	BSB07
BSBSMB402A	Plan small business finances	BSB07
BSBSMB403A	Market the small business	BSB07
BSBSMB404A	Undertake small business planning	BSB07
BSBSUS201A	Participate in environmentally sustainable work practices	BSB07
BSBSUS301A	Implement and monitor environmentally sustainable work practices	BSB07
BSBSUS501A	Develop workplace policy and procedures for sustainability	BSB07
BSBWOR301A	Organise personal work priorities and development	BSB07
BSBWOR404A	Develop work priorities	BSB07
BSBWOR402A	Promote team effectiveness	BSB07
BSBWOR501A	Manage personal work priorities and professional development	BSB07
BSBWOR502A	Ensure team effectiveness	BSB07
CUFANM301A	Create 2D digital animation	CUF07
CUFANM302A	Create 3D digital animations	CUF07
CUFANM303A	Create 3D digital models	CUF07
CUFANM401A	Prepare 3D digital models for production	CUF07
CUFANM403A	Create titles for screen productions	CUF07
CUFANM503A	Design animation and digital visual effects	CUF07
CUFCMP301A	Implement copyright arrangements	CUF07
CUFDIG201A	Maintain interactive content	CUF07
CUFDIG302A	Author interactive sequences	CUF07
CUFDIG304A	Create visual design components	CUF07
CUFDIG401A	Author interactive media	CUF07
CUFDIG403A	Create user interfaces	CUF07
CUFDIG404A	Apply scripting language to authoring	CUF07
CUFDIG501A	Coordinate the testing of interactive media products	CUF07
CUFDIG502A	Design web environments	CUF07
CUFDIG503A	Design e-learning resources	CUF07
CUFDIG504A	Design games	CUF07
CUFDIG505A	Design information architecture	CUF07
CUVCOR07B	Use drawing techniques to represent the object or idea	CUV03
CUVCOR08B	Produce drawings to represent and communicate the concept	CUV03
CUVCRS05B	Use typography techniques for design work	CUV03
CUVDES04B	Integrate colour theory and design processes in response to a brief	CUV03
ICAB4135B	Create a simple mark-up language document to specification	ICA05
ICAB4163B	Create a common gateway interface script	ICA05
ICAB4169B	Use development software and IT tools to build a basic website	ICA05
ICAB4171B	Develop cascading style sheets	ICA05
ICAB5165B	Create dynamic web pages	ICA05
ICAB5180C	Integrate database with a website	ICA05
ICAD4198B	Develop guidelines for uploading information to a website	ICA05
ICAD5210B	Analyse information and assign meta-tags	ICA05
ICAI4189B	Ensure website content meets technical protocols and standards	ICA05
ICAU4207B	Apply web authoring tool to convert client data for websites	ICA05
MSACMC410A	Lead change in a manufacturing environment	MSA07
MSACMS200A	Apply competitive manufacturing practices	MSA07
MSACMS201A	Sustain process improvements	MSA07
MSACMC210A	Manage the impact of change on own work	MSA07
MSACMT230A	Apply cost factors to work practices	MSA07
MSACMT240A	Apply 5S procedures in a manufacturing environment	MSA07
MSACMT270A	Use sustainable energy practices	MSA07
MSACMT271A	Use sustainable environmental practices	MSA07
MSACMT440A	Lead 5S in a manufacturing environment	MSA07
MSAENV272A	Participate in environmentally sustainable work practices	MSA07
MSAENV472A	Implement and monitor environmentally sustainable work practices	MSA07
MSACMT280A	Undertake root cause analysis	MSA07
MSAPMSUP390A	Use structured problem solving tools	MSA07
MSACMT621A	Develop a just-in-time (JIT) system	MSA07
MSL933001A	Maintain the laboratory/field workplace fit for purpose	MSL09
MSL954001A	Obtain representative samples in accordance with sampling plan	MSL09
MSL973001A	Perform basic tests	MSL09
MSL973002A	Prepare working solutions	MSL09
MSL974001A	Prepare, standardise and use solutions	MSL09
SIRXSLS001A	Sell products and services	SIR07
SIRXSLS002A	Advise on products and services	SIR07
SIRXSLS005A	Manage sales and service delivery	SIR07
SIRXCCS005A	Manage business customers	SIR07
SIRXCCS006A	maintain business to business relationships	SIR07
SIRXSLS008A	Develop a sales strategy	SIR07
TAAASS402C	Assess competence	TAA04
TAADEL301C	Provide training through instruction and demonstration of work skills	TAA04
TAADEL404B	Facilitate work-based learning	TAA04
TLIA4107B	Manually sort mail and parcels	TLI07
TLIA4307B	Consolidate mail	TLI07
TLIA4707B	Stream mail	TLI07
TLIW607B	Operate computerised mail and parcels sorting equipment	TLI07

Mapping of Qualifications

1. Mapping of Qualifications Key: E = equivalent, N = not equivalent
Qualification code and title ICP10	Qualification code and title ICP05	Comments	E / N
ICP20110 Certificate II in Printing and Graphic Arts (General)	ICP20105 Certificate II in Printing and Graphic Arts (General)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP20210 Certificate II in Printing and Graphic Arts (Desktop Publishing)	ICP20205 Certificate II in Printing and Graphic Arts (Desktop Publishing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP20310 Certificate II in Printing and Graphic Arts (Digital Printing)	ICP20305 Certificate II in Printing and Graphic Arts (Instant Print)	Qualification updated to include a core environmental sustainability unit, additional digital printing units and change in qualification title	E
ICP20410 Certificate II in Printing and Graphic Arts (Print Production Support)	ICP20405 Certificate II in Printing and Graphic Arts (Print Production Support)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP20510 Certificate II in Printing and Graphic Arts (Screen Printing)	ICP20505 Certificate II in Printing and Graphic Arts (Screen Printing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP20610 Certificate II in Printing and Graphic Arts (Converting, Binding and Finishing)	ICP20605 Certificate II in Printing and Graphic Arts (Converting, Binding and Finishing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP20710 Certificate II in Printing and Graphic	ICP20705 Certificate II in Printing and Graphic	Qualification updated to include a	E
Arts (Sacks and Bags)	Arts (Sacks and Bags)	core environmental sustainability unit and additional choice of elective units
ICP20810 Certificate II in Printing and Graphic Arts (Cartons)	ICP20805 Certificate II in Printing and Graphic Arts (Cartons)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP20910 Certificate II in Printing and Graphic Arts (Corrugating)	ICP20905 Certificate II in Printing and Graphic Arts (Corrugating)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP21010 Certificate II in Printing and Graphic Arts (Mail House)	ICP21005 Certificate II in Printing and Graphic Arts (Mail House)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP21110 Certificate II in Printing and Graphic Arts (Ink Manufacture)	ICP21105 Certificate II in Printing and Graphic Arts (Ink Manufacture)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP30110 Certificate III in Printing and Graphic Arts (Graphic Design Production)	ICP30105 Certificate III in Printing and Graphic Arts (Graphic Design Production)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP30210 on page Certificate III in Printing and Graphic Arts (Graphic Pre-press)	ICP30205 on page Certificate III in Printing and Graphic Arts (Graphic Pre-press)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP30310 Certificate III in Printing and Graphic	ICP30305 Certificate III in Printing and Graphic	Qualification updated to include a	E
Arts (Multimedia)	Arts (Multimedia)	core environmental sustainability unit and additional choice of elective units
ICP30410 Certificate III in Printing and Graphic Arts (Digital Printing)	ICP30405 Certificate III in Printing and Graphic Arts (Instant Print)	Qualification updated to include a core environmental sustainability unit, additional digital printing units and change in qualification title	E
ICP30510 Certificate III in Printing and Graphic Arts (Printing)	ICP30505 Certificate III in Printing and Graphic Arts (Printing)	Qualification updated to include a core environmental sustainability unit and additional digital printing units	E
ICP30610 on page Certificate III in Printing and Graphic Arts (Screen Printing)	ICP30605 on page Certificate III in Printing and Graphic Arts (Screen Printing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP30710 on page Certificate III in Printing and Graphic Arts (Print Finishing) on page	ICP30705 on page Certificate III in Printing and Graphic Arts (Print Finishing) on page	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP30810 Certificate III in Printing and Graphic Arts (Sacks and Bags)	ICP30805 Certificate III in Printing and Graphic Arts (Sacks and Bags)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP30910 Certificate III in Printing and Graphic Arts (Cartons and Corrugating)	ICP30905 Certificate III in Printing and Graphic Arts (Cartons and Corrugating)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP31010 Certificate III in Printing and Graphic	ICP31005 Certificate III in Printing and Graphic	Qualification updated to include a	E
Arts (Mail House)	Arts (Mail House)	core environmental sustainability unit and additional choice of elective units
ICP31110 Certificate III in Printing and Graphic Arts (Ink Manufacture)	ICP31105 Certificate III in Printing and Graphic Arts (Ink Manufacture)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP40110 Certificate IV in Printing and Graphic Arts (Graphic Pre-press)	ICP40105 Certificate IV in Printing and Graphic Arts (Graphic Pre-press)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP40210 Certificate IV in Printing and Graphic Arts (Multimedia)	ICP40205 Certificate IV in Printing and Graphic Arts (Multimedia)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP40310 Certificate IV in Printing and Graphic Arts (Printing)	ICP40305 Certificate IV in Printing and Graphic Arts (Printing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP40410 Certificate IV in Printing and Graphic Arts (Print Finishing)	ICP40405 Certificate IV in Printing and Graphic Arts (Print Finishing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP40510 Certificate IV in Printing and Graphic Arts (Mail House)	ICP40505 Certificate IV in Printing and Graphic Arts (Mail House)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP40610 Certificate IV in Printing and Graphic	ICP40705 Certificate IV in Printing and Graphic	Qualification updated to include a	E
Arts (Management/Sales)	Arts (Management/Sales)	core environmental sustainability unit and additional choice of elective units
ICP40710 Certificate IV in Printing and Graphic Arts (Process Leadership)	ICP40805 Certificate IV in Printing and Graphic Arts (Process Leadership)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP50110 Diploma of Printing and Graphic Arts (Digital Production)	ICP50105 Diploma of Printing and Graphic Arts (Digital Production)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP50210 Diploma of Printing and Graphic Arts (Multimedia)	ICP50205 Diploma of Printing and Graphic Arts (Multimedia)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP50310 Diploma of Printing and Graphic Arts (Printing)	ICP50305 Diploma of Printing and Graphic Arts (Printing)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP50410 Diploma of Printing and Graphic Arts (Management/Sales)	ICP50405 Diploma of Printing and Graphic Arts (Management/Sales)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
ICP50510 Diploma of Printing and Graphic Arts (Process Improvement)	ICP50505 Diploma of Printing and Graphic Arts (Process Improvement)	Qualification updated to include a core environmental sustainability unit and additional choice of elective units	E
Note: The B version identifier in ICP05 units has been changed to a C version identifier. Although there is no change to these units the version identifier has been changed to enable the units to be loaded onto NTIS.
Mapping to Previous Training Package
2. Mapping of all Units of Competency Key: E = equivalent, N = not equivalent
Unit code and title ICP10	Unit code and title ICP05	Comments	E / N
Converting, Binding and Finishing
ICPCF105C Operate in-line mail machine	ICPCF105B Operate in-line mail machine	No change	E
ICPCF202C Handline mail	ICPCF202B Handline mail	No change	E
ICPCF203C Collate and insert mail manually	ICPCF203B Collate and insert mail manually	No change	E
ICPCF204C Operate addressing machine	ICPCF204B Operate addressing machine	No change	E
ICPCF208C Set up and operate a cheque mailer machine	ICPCF208B Set up and operate a cheque mailer machine	No change	E
ICPCF209C Set up and operate in-line mail machine	ICPCF209B Set up and operate in-line mail machine	No change	E
ICPCF220C Produce basic converted or finished product	ICPCF220B Produce basic converted or finished product	No change	E
ICPCF221C Set up and produce basic guillotined product	ICPCF221B Set up and produce basic guillotined product	No change	E
ICPCF222C Set up and operate in-line cutter	ICPCF222B Set up and operate in-line cutter	No change	E
ICPCF223C Set up machine for cutting (trimming)	ICPCF223B Set up machine for cutting (trimming)	No change	E
ICPCF224C Produce cut (trimmed) product	ICPCF224B Produce cut (trimmed) product	No change	E
ICPCF225C Set up machine for basic flat-bed die cutting or embossing	ICPCF225B Set up machine for basic flat-bed die cutting or embossing	No change	E
ICPCF226C Produce basic flat-bed die cut or embossed product	ICPCF226B Produce basic flat-bed die cut or embossed product	No change	E
ICPCF227C Set up machine for basic rotary die cutting or embossing	ICPCF227B Set up machine for basic rotary die cutting or embossing	No change	E
ICPCF228C Produce basic rotary die cut or embossed product	ICPCF228B Produce basic rotary die cut or embossed product	No change	E
ICPCF231C Set up machine for basic flat-bed cutting	ICPCF231B Set up machine for basic flat-bed cutting	No change	E
ICPCF232C Produce basic flat-bed cut product	ICPCF232B Produce basic flat-bed cut product	No change	E
ICPCF235C Set up machine for basic rotary cutting	ICPCF235B Set up machine for basic rotary cutting	No change	E
ICPCF236C Produce basic rotary cut product	ICPCF236B Produce basic rotary cut product	No change	E
ICPCF241C Set up machine for basic single or continuous folding	ICPCF241B Set up machine for basic single or continuous folding	No change	E
ICPCF242C Produce basic single or continuous folded product	ICPCF242B Produce basic single or continuous folded product	No change	E
ICPCF243C Set up machine for basic collating or inserting (sheet/section)	ICPCF243B Set up machine for basic collating or inserting (sheet/section)	No change	E
ICPCF244C Produce basic collated or inserted (sheet/section) product	ICPCF244B Produce basic collated or inserted (sheet/section) product	No change	E
ICPCF245C Set up and produce hand-collated	ICPCF245B Set up and produce hand-collated	No change	E
or -inserted product	or -inserted product
ICPCF261C Set up machine for basic adhesive, mechanical or thermal fastening	ICPCF261B Set up machine for basic adhesive, mechanical or thermal fastening	No change	E
ICPCF262C Produce basic adhesive, mechanical or thermal fastened product	ICPCF262B Produce basic adhesive, mechanical or thermal fastened product	No change	E
ICPCF263C Set up and produce hand-fastened product	ICPCF263B Set up and produce hand-fastened product	No change	E
ICPCF281C Set up machine for basic laminating	ICPCF281B Set up machine for basic laminating	No change	E
ICPCF282C Produce basic laminated product	ICPCF282B Produce basic laminated product	No change	E
ICPCF294C Set up profile cutting for envelope manufacture	ICPCF294B Set up profile cutting for envelope manufacture	No change	E
ICPCF297C Clean sack and bag machines	ICPCF297B Clean sack and bag machines	No change	E
ICPCF298C Run and monitor sack and bag machines	ICPCF298B Run and monitor sack and bag machines	No change	E
ICPCF2101C Set up and run machine for sewing	ICPCF2101B Set up and run machine for sewing	No change	E
ICPCF2104C Set up single-faced web	ICPCF2104B Set up single-faced web	No change	E
ICPCF2106C Set up double-faced web	ICPCF2106B Set up double-faced web	No change	E
ICPCF2108C Produce basic folded and glued cartons	ICPCF2108B Produce basic folded and glued cartons	No change	E
ICPCF311C Prepare for cutting forme and stripper making	ICPCF311B Prepare for cutting forme and stripper making	No change	E
ICPCF312C Set cutting forme and strippers	ICPCF312B Set cutting forme and strippers	No change	E
ICPCF320C Produce complex converted or finished product	ICPCF320B Produce complex converted or finished product	No change	E
ICPCF321C Set up and produce complex guillotined product	ICPCF321B Set up and produce complex guillotined product	No change	E
ICPCF326C Undertake pre make-ready for die cutting	ICPCF326B Undertake pre make-ready for die cutting	No change	E
ICPCF327C Set up machine for complex rotary die cutting or embossing	ICPCF327B Set up machine for complex rotary die cutting or embossing	No change	E
ICPCF328C Produce complex rotary die cut or embossed product	ICPCF328B Produce complex rotary die cut or embossed product	No change	E
ICPCF341C Set up machine for complex sequenced or multiple folding	ICPCF341B Set up machine for complex sequenced or multiple folding	No change	E
ICPCF342C Produce complex sequenced or multiple folded product	ICPCF342B Produce complex sequenced or multiple folded product	No change	E
ICPCF343C Set up machine for complex collating or inserting (sheet/section/reel)	ICPCF343B Set up machine for complex collating or inserting (sheet/section/reel)	No change	E
ICPCF344C Produce complex collated or inserted (sheet/section/reel) product	ICPCF344B Produce complex collated or inserted (sheet/section/reel) product	No change	E
ICPCF361C Set up machine for complex adhesive, mechanical or sewn fastening	ICPCF361B Set up machine for complex adhesive, mechanical or sewn fastening	No change	E
ICPCF362C Produce complex adhesive, mechanical or sewn fastened product	ICPCF362B Produce complex adhesive, mechanical or sewn fastened product	No change	E
ICPCF369C Set up and produce hand-made box	ICPCF369B Set up and produce hand-made box	No change	E
ICPCF371C Decorate paper	ICPCF371B Decorate paper	No change	E
ICPCF381C Set up machine for complex laminating	ICPCF381B Set up machine for complex laminating	No change	E
ICPCF382C Produce complex laminated product	ICPCF382B Produce complex laminated product	No change	E
ICPCF391C Use electronic monitoring systems (converting and finishing)	ICPCF391B Use electronic monitoring systems (converting and finishing)	No change	E
ICPCF392C Produce product on window gluer	ICPCF392B Produce product on window gluer	No change	E
ICPCF393C Set up machine for envelope manufacture	ICPCF393B Set up machine for envelope manufacture	No change	E
ICPCF395C Set up and operate folder gluer machine	ICPCF395B Set up and operate folder gluer machine	No change	E
ICPCF396C Set up in-line scoring, folding and gluing machine for envelope manufacture	ICPCF396B Set up in-line scoring, folding and gluing machine for envelope manufacture	No change	E
ICPCF398C Set up in-line bottom making machine for sack or bag manufacture	ICPCF398B Set up in-line bottom making machine for sack or bag manufacture	No change	E
ICPCF399C Set up in-line tube making machine for sack or bag manufacture	ICPCF399B Set up in-line tube making machine for sack or bag manufacture	No change	E
ICPCF3100C Run and monitor in-line tube making machine for sack or bag manufacture	ICPCF3100B Run and monitor in-line tube making machine for sack or bag manufacture	No change	E
ICPCF3101C Run and monitor in-line bottom making machine for sack or bag manufacture	ICPCF3101B Run and monitor in-line bottom making machine for sack or bag manufacture	No change	E
ICPCF3102C Set up and monitor in-line scoring, folding and gluing machine for sack or bag manufacture	ICPCF3102B Set up and monitor in-line scoring, folding and gluing machine for sack or bag manufacture	No change	E
ICPCF3103C Run and monitor envelope manufacturing machines	ICPCF3103B Run and monitor envelope manufacturing machines	No change	E
ICPCF3105C Produce single-faced web	ICPCF3105B Produce single-faced web	No change	E
ICPCF3106C Set up machine for basic carton folding and gluing	ICPCF3106B Set up machine for basic carton folding and gluing	No change	E
ICPCF3107C Produce double-faced web	ICPCF3107B Produce double-faced web	No change	E
ICPCF3109C Produce complex folded and glued cartons	ICPCF3109B Produce complex folded and glued cartons	No change	E
ICPCF406C Set up and load in-line smart card machine	ICPCF406B Set up and load in-line smart card machine	No change	E
ICPCF407C Operate a smart card machine and pack product	ICPCF407B Operate a smart card machine and pack product	No change	E
ICPCF410C Set up machine for complex carton folding and gluing	ICPCF4107B Set up machine for complex carton folding and gluing	No change	E
ICPCF425C Set up machine for complex flat-bed die cutting or embossing	ICPCF425B Set up machine for complex flat-bed die cutting or embossing	No change	E
ICPCF426C Produce complex flat-bed die cut or embossed product	ICPCF426B Produce complex flat-bed die cut or embossed product	No change	E
ICPCF465C Set up and produce hand-bound book	ICPCF465B Set up and produce hand-bound book	No change	E
ICPCF467C Restore books	ICPCF467B Restore books	No change	E
Ink Manufacture
ICPIM211C Select and prepare materials for production	ICPIM211B Select and prepare materials for production	No change	E
ICPIM221C Blend chemicals	ICPIM221B Blend chemicals	No change	E
ICPIM251C Filter and pack product	ICPIM251B Filter and pack product	No change	E
ICPIM331C Manufacture inks and coatings	ICPIM331B Manufacture inks and coatings	No change	E
ICPIM335C Manufacture varnish and resin	ICPIM335B Manufacture varnish and resin	No change	E
Knowledge
ICPKN311C Apply knowledge of the graphic pre-press sector	ICPKN311B Apply knowledge of the graphic pre-press sector	No change	E
ICPKN312C Apply knowledge of printing machining	ICPKN312B Apply knowledge of printing machining	No change	E
ICPKN313C Apply knowledge and requirements of the converting, binding and finishing sector	ICPKN313B Apply knowledge and requirements of the converting, binding and finishing sector	No change	E
ICPKN314C Apply knowledge and requirements of the screen printing sector	ICPKN314B Apply knowledge and requirements of the screen printing sector	No change	E
ICPKN315C Apply knowledge and requirements of the multimedia sector	ICPKN315B Apply knowledge and requirements of the multimedia sector	No change	E
ICPKN316C Apply knowledge and requirements of paper and printing processes	ICPKN316B Apply knowledge and requirements of paper and printing processes	No change	E
ICPKN317C Apply knowledge and requirements of the ink manufacturing sector	ICPKN317B Apply knowledge and requirements of the ink manufacturing sector	No change	E
ICPKN318C Apply knowledge and requirements of mail house operations	ICPKN318B Apply knowledge and requirements of mail house operations	No change	E
ICPKN319C Apply knowledge and processes of converting paper-based products	ICPKN319B Apply knowledge and processes of converting paper-based products	No change	E
ICPKN320C Apply knowledge and requirements of information technology systems in the printing industry	ICPKN320B Apply knowledge and requirements of information technology systems in the printing industry	No change	E
ICPKN321A Apply knowledge and requirements of digital production	Nil	New unit	N
Multimedia
ICPMM263C Access and use the Internet	ICPMM263B Access and use the Internet	No change	E
ICPMM296C Create and test a CD-ROM/DVD	ICPMM296B Create and test a CD-ROM/DVD	No change	E
ICPMM321C Capture a digital image	ICPMM321B Capture a digital image	No change	E
ICPMM322C Edit a digital image	ICPMM322B Edit a digital image	No change	E
ICPMM344C Manipulate and incorporate audio into multimedia presentations	ICPMM344B Manipulate and incorporate audio into multimedia presentations	No change	E
ICPMM346C Incorporate video into multimedia presentations	ICPMM346B Incorporate video into multimedia presentations	No change	E
ICPMM491C Create an extensible document	ICPMM491B Create an extensible document	No change	E
ICPMM492C Create an extensible style sheet	ICPMM492B Create an extensible style sheet	No change	E
ICPMM581C Manage multimedia production	ICPMM581B Manage multimedia production	No change	E
ICPMM582C Manage multimedia projects	ICPMM582B Manage multimedia projects	No change	E
Pre-press
ICPPP211C Develop a basic design concept	ICPPP211B Develop a basic design concept	No change	E
ICPPP221C Select and apply type	ICPPP221B Select and apply type	No change	E
ICPPP223C Photograph a line image	ICPPP223B Photograph a line image	No change	E
ICPPP224C Produce pages using a page layout application	ICPPP224B Produce pages using a page layout application	No change	E
ICPPP225C Produce graphics using a graphics application	ICPPP225B Produce graphics using a graphics application	No change	E
ICPPP231C Manually combine spot colour and basic four-colour images	ICPPP231B Manually combine spot colour and basic four-colour images	No change	E
ICPPP232C Electronically combine and assemble data	ICPPP232B Electronically combine and assemble data	No change	E
ICPPP252C Output images	ICPPP252B Output images	No change	E
ICPPP260C Proof images	ICPPP260B Proof images	No change	E
ICPPP266C Produce relief plates	ICPPP266B Produce relief plates	No change	E
ICPPP267C Produce offset lithographic plates	ICPPP267B Produce offset lithographic plates	No change	E
ICPPP268C Make photopolymer plates (flexographic)	ICPPP268B Make photopolymer plates (flexographic)	No change	E
ICPPP269C Produce photopolymer plates for pad printing	ICPPP269B Produce photopolymer plates for pad printing	No change	E
ICPPP272C Produce gravure cylinders manually	ICPPP272B Produce gravure cylinders manually	No change	E
ICPPP281C Design basic carton	ICPPP281B Design basic carton	No change	E
ICPPP283C Prepare artwork for screen printing	ICPPP283B Prepare artwork for screen printing	No change	E
ICPPP284A Produce PDF files for online or screen display	ICPPP226B Produce interactive PDF files and ICPPP227B Produce online PDF files	Units have been consolidated into one unit: the combined outcome of	N

both units is deemed equivalent to ICPPP284A
ICPPP285A Scan a mono image	Nil	New unit	N
ICPPP286A Scan images for reproduction	ICPPP222B Scan a line image	Unit updated: required skills and knowledge amended and change in unit title	E
ICPPP311C Develop a detailed design concept	ICPPP311B Develop a detailed design concept	No change	E
ICPPP321C Produce a typographic image	ICPPP321B Produce a typographic image	No change	E
ICPPP322C Digitise images for reproduction	ICPPP322B Digitise images for reproduction	Unit updated: required skills and knowledge amended	E
ICPPP323C Photograph and produce halftone images	ICPPP323B Photograph and produce halftone images	No change	E
ICPPP324C Create pages using a page layout application	ICPPP324B Create pages using a page layout application	No change	E
ICPPP325C Create graphics using a graphics application	ICPPP325B Create graphics using a graphics application	No change	E
ICPPP331C Manually combine complex four-colour images	ICPPP331B Manually combine complex four-colour images	No change	E
ICPPP333C Electronically combine complex images	ICPPP333B Electronically combine complex images	No change	E
ICPPP334C Prepare an imposition format for printing processes	ICPPP334B Prepare an imposition format for printing processes	No change	E
ICPPP352C Output complex images	ICPPP352B Output complex images	No change	E
ICPPP360C Undertake special colour proofing	ICPPP360B Undertake special colour proofing	No change	E
ICPPP370C Produce multiple image plates	ICPPP370B Produce multiple image plates	No change	E
ICPPP372C Produce gravure cylinders electronically	ICPPP372B Produce gravure cylinders electronically	No change	E
ICPPP382C Produce computer image for screen printing	ICPPP382B Produce computer image for screen printing	No change	E
ICPPP385C Operate a database for digital printing	ICPPP385B Operate a database for digital printing	No change	E
ICPPP386C Undertake digital proofing	ICPPP386B Undertake digital proofing	No change	E
ICPPP396A Generate high-end PDF files	ICPPP328B Generate high-end PDF files	Unit updated: Elements 2 and 3 and relevant Performance Criteria have been amended	E
ICPPP397A Transfer digital files	ICPPP395B Transfer digital files	Unit updated: Elements and Performance Criteria amended to incorporate current technology, unit made more generic	E
ICPPP411C Undertake a complex design brief	ICPPP411B Undertake a complex design brief	No change	E
ICPPP421C Compose and evaluate typography	ICPPP421B Compose and evaluate typography	No change	E
ICPPP422C Digitise complex images for reproduction	ICPPP422B Digitise complex images for reproduction	No change	E
ICPPP423C Apply colour to design brief	ICPPP423B Apply colour to design brief	No change	E
ICPPP430C Manage colour	ICPPP430B Manage colour	No change	E
ICPPP435C Generate complex imposition	ICPPP435B Generate complex imposition	No change	E
ICPPP452C Output complex images direct to plate or press	ICPPP452B Output complex images direct to plate or press	No change	E
ICPPP481C Design complex carton	ICPPP481B Design complex carton	No change	E
ICPPP484C Set up and operate automated workflow	ICPPP484B Set up and operate automated workflow	No change	E
ICPPP485C Develop a digital data template	ICPPP485B Develop a digital data template	No change	E
ICPPP494C Develop document content and structure	ICPPP494B Develop document content and structure	No change	E
Printing
ICPPR211C Mount and proof flexographic plates for basic printing	ICPPR211B Mount and proof flexographic plates for basic printing	No change	E
ICPPR214C Produce basic flexographic printed product	ICPPR214B Produce basic flexographic printed product	No change	E
ICPPR222C Produce basic gravure printed product	ICPPR222B Produce basic gravure printed product	No change	E
ICPPR232C Produce basic lithographic printed product	ICPPR232B Produce basic lithographic printed product	No change	E
ICPPR242C Produce basic pad printed product	ICPPR242B Produce basic pad printed product	No change	E
ICPPR261C Set up for foil stamping	ICPPR261B Set up for foil stamping	No change	E
ICPPR262C Produce foil stamped product	ICPPR262B Produce foil stamped product	No change	E
ICPPR271C Set up for basic coating	ICPPR271B Set up for basic coating	No change	E
ICPPR272C Produce basic coated product	ICPPR272B Produce basic coated product	No change	E
ICPPR282C Produce and manage basic digital print	ICPPR282B Produce and manage basic digital print	No change	E
ICPPR283A Use digital media consumables	Nil	New unit	N
ICPPR284A Introduction to colour management	Nil	New unit	N
ICPPR285A Use digital workflow	Nil	New unit	N
ICPPR286A Finish a digital product	Nil	New unit	N
ICPPR287A Use digital processes	Nil	New unit	N
ICPPR288A Produce basic relief printed product	ICPPR252B Produce basic relief printed product	Unit updated: Performance Criteria 4.5 and 6.5 amended	E
ICPPR313C Set up for basic flexographic printing	ICPPR313B Set up for basic flexographic printing	No change	E
ICPPR314C Produce complex flexographic printed product	ICPPR314B Produce complex flexographic printed product	No change	E
ICPPR321C Set up for basic gravure printing	ICPPR321B Set up for basic gravure printing	No change	E
ICPPR322C Produce complex gravure printed product	ICPPR322B Produce complex gravure printed product	No change	E
ICPPR331C Set up for basic lithographic printing	ICPPR331B Set up for basic lithographic printing	No change	E
ICPPR332C Produce complex lithographic printed product	ICPPR332B Produce complex lithographic printed product	No change	E
ICPPR341C Set up for basic pad printing	ICPPR341B Set up for basic pad printing	No change	E
ICPPR342C Produce complex pad printed product	ICPPR342B Produce complex pad printed product	No change	E
ICPPR382C Produce and manage complex digital print	ICPPR382B Produce and manage complex digital print	No change	E
ICPPR383C Prepare for personalised digital printing	ICPPR383B Prepare for personalised digital printing	No change	E
ICPPR384A Set up and produce basic digital print	ICPPR281B Set up and produce basic digital print	Unit updated: Element7 and relevant Performance criteria amended	E
ICPPR385A Apply software applications to digital production	Nil	New unit	N
ICPPR386A Troubleshoot digital media	Nil	New unit	N
ICPPR387A Use colour management for production	Nil	New unit	N
ICPPR388A Preflight and import complex images for digital device	Nil	New unit	N
ICPPR389A Manage digital files	Nil	New unit	N
ICPPR390A Generate proof for digital production	Nil	New unit	N
ICPPR392A Set up and produce specialised digital print	Nil	New unit	N
ICPPR393A Set up for basic relief printing	ICPPR351B Set up for basic relief printing	Unit updated: Element 5 and relevant Performance Criteria amended	E
ICPPR394A Produce complex relief printed product	ICPPR352B Produce complex relief printed product	Unit updated: Performance Criteria 2.4 and 4.6 amended	E
ICPPR411C Mount and demount flexographic plates for complex printing	ICPPR411B Mount and demount flexographic plates for complex printing	No change	E
ICPPR413C Set up for complex flexographic	ICPPR413B Set up for complex flexographic	No change	E
printing	printing
ICPPR414C Produce specialised flexographic printed product	ICPPR414B Produce specialised flexographic printed product	No change	E
ICPPR421C Set up for complex gravure printing	ICPPR421B Set up for complex gravure printing	No change	E
ICPPR422C Produce specialised gravure printed product	ICPPR422B Produce specialised gravure printed product	No change	E
ICPPR431C Set up for complex lithographic printing	ICPPR431B Set up for complex lithographic printing	No change	E
ICPPR432C Produce specialised lithographic printed product	ICPPR432B Produce specialised lithographic printed product	No change	E
ICPPR441C Set up for complex pad printing	ICPPR441B Set up for complex pad printing	No change	E
ICPPR442C Produce specialised pad printed product	ICPPR442B Produce specialised pad printed product	No change	E
ICPPR451C Set up for complex relief printing	ICPPR451B Set up for complex relief printing	No change	E
ICPPR452C Produce specialised relief printed product	ICPPR452B Produce specialised relief printed product	No change	E
ICPPR471C Set up for complex coating	ICPPR471B Set up for complex coating	No change	E
ICPPR472C Produce complex coated product	ICPPR472B Produce complex coated product	No change	E
ICPPR484C Prepare for variable data printing	ICPPR484B Prepare for variable data printing	No change	E
ICPPR491C Use on-press monitoring of print quality	ICPPR491B Use on-press monitoring of print quality	No change	E
ICPPR492C Use on-press print control devices	ICPPR492B Use on-press print control devices	No change	E
ICPPR493C Set up and monitor in-line printing operations	ICPPR493B Set up and monitor in-line printing operations	No change	E
ICPPR494A Apply advanced software applications to digital production	Nil	New unit	N
ICPPR495A Set up and use complex colour management for production	Nil	New unit	N
ICPPR496A Set up and produce complex digital print	ICPPR481B Set up and produce complex digital print	Unit deleted: content incorporated in ICPPR496A Set up and produce complex digital print - Element 4 and 5 deleted and replaced, Range Statement and Evidence Guide amended	N
ICPPR513C Set up for specialised flexographic printing	ICPPR513B Set up for specialised flexographic printing	No change	E
ICPPR521C Set up for specialised gravure printing	ICPPR521B Set up for specialised gravure printing	No change	E
ICPPR531C Set up for specialised lithographic printing	ICPPR531B Set up for specialised lithographic printing	No change	E
ICPPR541C Set up for specialised pad printing	ICPPR541B Set up for specialised pad printing	No change	E
ICPPR551C Set up for specialised relief printing	ICPPR551B Set up for specialised relief printing	No change	E
ICPPR552A Manage digital production work flow	Nil	New unit	N
Screen Printing
ICPSP211C Reclaim screen automatically	ICPSP211B Reclaim screen automatically	No change	E
ICPSP215C Prepare screen	ICPSP215B Prepare screen	No change	E
ICPSP221C Prepare substrate	ICPSP221B Prepare substrate	No change	E
ICPSP222C Prepare and cut screen print substrate	ICPSP222B Prepare and cut screen print substrate	No change	E
ICPSP233C Manually prepare direct emulsion stencil	ICPSP233B Manually prepare direct emulsion stencil	No change	E
ICPSP235C Prepare stencil using photographic indirect method	ICPSP235B Prepare stencil using photographic indirect method	No change	E
ICPSP270C Manually prepare and produce screen prints	ICPSP270B Manually prepare and produce screen prints	No change	E
ICPSP271C Manually produce basic screen prints	ICPSP271B Manually produce basic screen prints	No change	E
ICPSP273C Semi-automatically produce basic screen prints	ICPSP273B Semi-automatically produce basic screen prints	No change	E
ICPSP275C Automatically produce basic screen prints	ICPSP275B Automatically produce basic screen prints	No change	E
ICPSP281C Finish screen print products	ICPSP281B Finish screen print products	No change	E
ICPSP282A Prepare film for basic screen printing	ICPSP231B Prepare stencil using computer or hand-cut method	Unit deleted: content incorporated in ICPSP282A Prepare film for basic screen printing	N
ICPSP311C Reclaim screen manually	ICPSP311B Reclaim screen manually	No change	E
ICPSP333C Automatically prepare direct emulsion stencil	ICPSP333B Automatically prepare direct emulsion stencil	No change	E
ICPSP337C Prepare stencil using photographic	ICPSP337B Prepare stencil using photographic	No change	E
capillary method	capillary method
ICPSP339C Prepare stencil using direct projection method	ICPSP339B Prepare stencil using direct projection method	No change	E
ICPSP341C Prepare stencil using direct electronic imaging method	ICPSP341B Prepare stencil using direct electronic imaging method	No change	E
ICPSP351C Prepare machine and drying/curing unit	ICPSP351B Prepare machine and drying/curing unit	No change	E
ICPSP371C Manually produce complex screen prints	ICPSP371B Manually produce complex screen prints	No change	E
ICPSP373C Semi-automatically produce complex screen prints	ICPSP373B Semi-automatically produce complex screen prints	No change	E
ICPSP374C Operate a semi-automatic screen printing machine	ICPSP374B Operate a semi-automatic screen printing machine	No change	E
ICPSP375C Automatically produce complex screen prints	ICPSP375B Automatically produce complex screen prints	No change	E
ICPSP376C Operate an automatic screen printing machine	ICPSP376B Operate an automatic screen printing machine	No change	E
ICPSP382C Produce computer image for screen printing	ICPSP382B Produce computer image for screen printing	No change	E
ICPSP383A Prepare film for complex screen printing	ICPSP223B Prepare film for screen printing	Unit deleted: content incorporate in ICPSP383A Prepare film for complex screen printing - additional Elements and Performance Criteria included	N

Support

ICPSU120C Pack product	ICPSU120B Pack product	No change	E
ICPSU201C Prepare, load and unload reels and cores on and off machine	ICPSU201B Prepare, load and unload reels and cores on and off machine	No change	E
ICPSU202C Prepare, load and unload product on and off machine	ICPSU202B Prepare, load and unload product on and off machine	No change	E
ICPSU203C Prepare and maintain the work area	ICPSU203B Prepare and maintain the work area	No change	E
ICPSU207C Prepare machine for operation (basic)	ICPSU207B Prepare machine for operation (basic)	No change	E
ICPSU208C Operate and monitor machines (basic)	ICPSU208B Operate and monitor machines (basic)	No change	E
ICPSU211C Prepare ink and additives	ICPSU211B Prepare ink and additives	No change	E
ICPSU212C Prepare coatings and adhesives	ICPSU212B Prepare coatings and adhesives	No change	E
ICPSU216C Inspect quality against required standards	ICPSU216B Inspect quality against required standards	No change	E
ICPSU221C Pack and dispatch product	ICPSU221B Pack and dispatch product	No change	E
ICPSU222C Pack and dispatch solid waste	ICPSU222B Pack and dispatch solid waste	No change	E
ICPSU224C Perform basic machine maintenance	ICPSU224B Perform basic machine maintenance	No change	E
ICPSU225C Perform small machine maintenance	ICPSU225B Perform small machine maintenance	No change	E
ICPSU235C Lift loads mechanically	ICPSU235B Lift loads mechanically	No change	E
ICPSU236C Shift loads mechanically	ICPSU236B Shift loads mechanically	No change	E
ICPSU241C Undertake warehouse or stores materials processing	ICPSU241B Undertake warehouse or stores materials processing	No change	E
ICPSU243C Reconcile process outputs	ICPSU243B Reconcile process outputs	No change	E
ICPSU260C Maintain a safe work environment	ICPSU260B Maintain a safe work environment	No change	E
ICPSU261C Follow OHS practices and identify environmental hazards	ICPSU261B Follow OHS practices and identify environmental hazards	No change	E
ICPSU262C Communicate in the workplace	ICPSU262B Communicate in the workplace	No change	E
ICPSU263C Perform basic industry calculations	ICPSU263B Perform basic industry calculations	No change	E
ICPSU271C Provide basic instruction for a task	ICPSU271B Provide basic instruction for a task	No change	E
ICPSU280C Enter data into electronic system	ICPSU280B Enter data into electronic system	No change	E
ICPSU281C Use computer systems	ICPSU281B Use computer systems	No change	E
ICPSU311C Prepare ink and additives (advanced)	ICPSU311B Prepare ink and additives (advanced)	No change	E
ICPSU321C Pack and dispatch (advanced)	ICPSU321B Pack and dispatch (advanced)	No change	E
ICPSU323C Dispose of waste	ICPSU323B Dispose of waste	No change	E
ICPSU342C Undertake inventory procedures	ICPSU342B Undertake inventory procedures	No change	E
ICPSU345C Purchase materials and schedule deliveries	ICPSU345B Purchase materials and schedule deliveries	No change	E
ICPSU351C Undertake basic production scheduling	ICPSU351B Undertake basic production scheduling	No change	E
ICPSU352C Plan operational processes	ICPSU352B Plan operational processes	No change	E
ICPSU357C Apply quick changeover procedures	ICPSU357B Apply quick changeover procedures	No change	E
ICPSU362C Communicate as part of a work team	ICPSU362B Communicate as part of a work team	No change	E
ICPSU381C Operate and maintain computer resources	ICPSU381B Operate and maintain computer resources	No change	E
ICPSU389C Undertake basic root cause analysis	ICPSU389B Undertake basic root cause analysis	No change	E
ICPSU417C Perform laboratory quality tests of materials and finished product	ICPSU417B Perform laboratory quality tests of materials and finished product	No change	E
ICPSU455C Supervise and schedule work of others	ICPSU455B Supervise and schedule work of others	No change	E
ICPSU456C Control production	ICPSU456B Control production	No change	E
ICPSU458C Monitor production workflow	ICPSU458B Monitor production workflow	No change	E
ICPSU464C Provide customer service and education	ICPSU464B Provide customer service and education	No change	E
ICPSU482C Troubleshoot and optimise materials and machinery	ICPSU482B Troubleshoot and optimise materials and machinery	No change	E
ICPSU485C Implement a Just-in-Time (JIT) system	ICPSU485B Implement a Just-in-Time (JIT) system	No change	E
ICPSU486C Mistake proof a production process	ICPSU486B Mistake proof a production process	No change	E
ICPSU487C Analyse manual handling processes	ICPSU487B Analyse manual handling processes	No change	E
ICPSU488C Ensure process improvements are sustained	ICPSU488B Ensure process improvements are sustained	No change	E
ICPSU516C Set and apply quality standards	ICPSU516B Set and apply quality standards	No change	E
ICPSU553C Prepare production costing estimates	ICPSU553B Prepare production costing estimates	No change	E
ICPSU554C Manage teams	ICPSU554B Manage teams	No change	E
ICPSU561C Implement and monitor OHS	ICPSU561B Implement and monitor OHS	No change	E
ICPSU583C Troubleshoot and optimise the production process	ICPSU583B Troubleshoot and optimise the production process	No change	E
ICPSU684C Determine and improve process capability	ICPSU684B Determine and improve process capability	No change	E

Explanation of the review date

The review date (shown on the title page and in the header 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.

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 2007 (AQTF 2007), 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 2007.

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 2007. 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.

Where such materials have been quality assured through a process of "noting" by the NQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS), together with a detailed description and information on the type of product and its availability < www.ntis.gov.au>

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

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 FNS10. 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 FNS10110. 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 ICPKN321A;

• the first three characters signify the Training Package - ICP10 - 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:

•	ICPCF105C Operate in-line mail machine

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:

•	ICPCF105C Operate in-line mail machine

Historical and General Information

The ICP10 Printing and Graphic Arts Training Package covers all aspects of the printing and graphic arts industry from design through to the production of products in material or electronic form.

The ICP10 Printing and Graphic Arts Training Package contains 385 units of competency -

291 ICP specific and 94 imported units of competency and 34 qualifications. There are eight competency streams or groups:

• Support - SU

• Pre-press - PP

• Multimedia - MM

• Printing - PR

• Screen printing - SP

• Converting, binding and finishing - CF

• Ink manufacture - IM

• Knowledge - KN

The genesis of the Training Package was the development of industry competency standards from 1993. Subsequently these were revised and revalidated in industry in the course of developing a system of workplace assessment. This project formed the basis of the ICP99

Printing and Graphic Arts Training Package.

In 2000 and 2003 a comprehensive review of the Training Package involving extensive industry consultations was undertaken. This resulted in the endorsement of ICP05 in September 2005. The Training Package was updated to reflect technological developments and changes to workplace practice and included the development of higher level technical units and the incorporation of process improvement and management skills.

In 2009 industry identified a need for broadly based training in Digital Technology to be included in ICP05. The Training Package was enhanced to:

• incorporate relevant digital units into the Certificate III in Printing and Graphic Arts

(Printing) as elective units

• ICP20305 Certificate II in Printing and Graphic Arts (Instant Print) and ICP30405

Certificate III in Printing and Graphic Arts (Instant Print) were modified to include the relevant digital units. The qualifications were then re-coded and re-titled as (Digital Printing).

All other qualifications were updated to include environmental units and a range of additional elective units. The packaging rules were also changed to remove all ambiguities and create greater flexibility.

Introduction to the ICP10 Printing and Graphic Arts

The printing and graphic arts industry is a major manufacturing industry in Australia and its products are used by every other industry sector. It is a critical, enabling industry supporting the operations of businesses and organisations across all industry sectors.

Of the estimated 6,900 enterprises in the printing and graphic arts industry approximately

6,000 (or 88%) of them are small businesses with fewer than 20 employees. The major sectors within the printing and graphic arts industry are:

• Printing

• Graphic media

• Converting, binding and finishing

• Sacks and bags

• Mail house

• Cartons and corrugations

• Ink manufacture.

According to ABS (which categorises printing as part of the manufacturing industry) there were 49,500 people employed in the printing (including recorded media) industry in February

2009. Along with most other sectors of the manufacturing industry, printing is expected to decline in the coming years (by 1.8% pa over the next 5 years to 2013-2014).

As with other manufacturing sectors, the printing industry has an older workforce on average. The median age of workers in the printing industry was 42 years in 2008 compared with an average of 37 years across all industries.

The printing industry is male-dominated with male workers making up 68.2% of the total workforce in the year to February 2009. The industry has a predominantly full-time workforce with 84.9% or workers employed full-time in the year to February 2009, well above the all-industry figure of 71.5%.

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. The 2007 version of the AQF Implementation Handbook is expected to be available on the Australian Qualifications

Framework Advisory Board (AQFAB) website www.aqf.edu.au during September 2007, and in print in October 2007 (obtain the hard copy by contacting AQFAB on phone 03 9639 1606 or email at aqfab@curriculum.edu.au).

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 2007 Essential Standards for 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 2007 Essential Standards for Registration.

Under the AQTF 2007, 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 broad-ranging 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.

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 Innovation and Business Industry Skills Council ( http://www.ibsa.org.au).

Graphic Media Qualifications

Printing Qualifications

Converting, Binding and Finishing Qualifications

Sacks and Bags Qualifications

Mail House Qualifications

Cartons and Corrugating Qualifications

Ink Manufacture Qualifications

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 2007 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment the updated version is expected to be available on the AQFAB website www.aqf.edu.au during September 2007 and in print in October 2007.

Skill Sets in this Training Package

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

Employability Skills

Employability Skills replacing Key Competency information from 2006

In May 2005, the approach to incorporate Employability Skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 Employability Skills will progressively replace Key Competency information in Training Packages.

Background to Employability Skills

Employability Skills are also sometimes referred to as generic skills, capabilities or Key Competencies. The Employability Skills discussed here build on the Mayer Committee's Key Competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released by Dr Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are available from the DEST website at: http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm.

The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying eight Employability Skills*:

• communication

• teamwork

• problem solving

• initiative and enterprise

• planning and organising

• self-management

• learning

• technology.

The report demonstrated how Employability Skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the Employability Skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise's business activity.

*Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework.

Employability Skills Framework

The following table contains the Employability Skills facets identified in the report

Employability Skills for the Future.

Skill	Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive	• listening and understanding • speaking clearly and directly
and harmonious relations across employees and customers	• writing to the needs of the audience • negotiating responsively • reading independently • empathising • using numeracy effectively • understanding the needs of internal and external customers • persuading effectively • establishing and using networks • being assertive • sharing information • speaking and writing in languages other than English
Teamwork that contributes to productive working relationships and outcomes	• working across different ages irrespective of gender, race, religion or political persuasion • working as an individual and as a member of a team • knowing how to define a role as part of the team • applying teamwork to a range of situations e.g. futures planning and crisis problem solving • identifying the strengths of team members • coaching and mentoring skills, including giving feedback
Problem solving that contributes to productive outcomes	• developing creative, innovative and practical solutions • showing independence and initiative in identifying and solving problems • solving problems in teams • applying a range of strategies to problem solving • using mathematics, including budgeting and financial management to solve problems • applying problem-solving strategies across a range of areas • testing assumptions, taking into account the context of data and circumstances • resolving customer concerns in relation to complex project issues
Initiative and enterprise that contribute to innovative outcomes	• adapting to new situations • developing a strategic, creative and long-term vision • being creative • identifying opportunities not obvious to others • translating ideas into action • generating a range of options • initiating innovative solutions
Planning and organising that contribute to long and short-term strategic planning	• managing time and priorities - setting time lines, coordinating tasks for self and with others • being resourceful • taking initiative and making decisions • adapting resource allocations to cope with contingencies • establishing clear project goals and deliverables • allocating people and other resources to tasks • planning the use of resources, including time management • participating in continuous improvement and planning processes • developing a vision and a proactive plan to accompany it
• predicting - weighing up risk, evaluating alternatives and applying evaluation criteria • collecting, analysing and organising information • understanding basic business systems and their relationships
Self-management that contributes to employee satisfaction and growth	• having a personal vision and goals • evaluating and monitoring own performance • having knowledge and confidence in own ideas and visions • articulating own ideas and visions • taking responsibility
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes	• managing own learning • contributing to the learning community at the workplace • using a range of mediums to learn - mentoring, peer support and networking, IT and courses • applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) • having enthusiasm for ongoing learning • being willing to learn in any setting - on and off the job • being open to new ideas and techniques • being prepared to invest time and effort in learning new skills • acknowledging the need to learn in order to accommodate change
Technology that contributes to the effective carrying out of tasks	• having a range of basic IT skills • applying IT as a management tool • using IT to organise data • being willing to learn new IT skills • having the OHS knowledge to apply technology • having the appropriate physical capacity

Employability Skills Summary

An Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.

The following is important information for trainers and assessors about Employability Skills

Summaries.

• Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

• Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

• The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.

• Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

• Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.

Industry requirements for Employability Skills

ICP10 Printing and Graphic Arts 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 are both explicit and embedded within units of competency. This means that employability skills are:

• 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 Package users to identify accurately the performance requirements of each unit with regards to employability skills.

Qualifications

The industry coverage in ICP10 remains the same as for ICP05, which includes printing, graphic media, converting binding and finishing, sacks and bags, mail house, cartons and corrugating and ink manufacture. However, all qualifications have been expanded to include environmental sustainability as a core component. The Certificate III in Printing and Graphic Arts (Printing) now includes a range of units of competency for digital printing, including wide format, high speed document production, variable data and colour management.

There was strong support for a digital pathways and units of competency. Targeted industry consultation in the digital printing sector was particularly effective. This resulted in two qualifications; Certificate II in Printing and Graphic Arts (Instant Print) and Certificate III in Printing and Graphic Arts (Instant Print) being amended to incorporate a range of digital units of competency and a change in title.

All qualifications must lead to a work outcome. The flexibility of ICP10 Printing and Graphic

Arts Training Package qualifications allows RTOs to vary programs to meet:

• the specific needs of learners and industry clients

• the needs of a locality or a particular industry application of skills.

Competency Standards - Industry Contextualisation

Competency Standards - Industry Contextualisation
A range of units of competency have been imported into the Printing and Graphic Arts Training Package to provide greater flexibility, choice and transferability of skills within the printing and graphic arts industry and across other industries. RTOs may contextualise units of competency imported from other Training Packages to reflect outcomes relevant to the printing and graphic arts industry. For example, when using BSBSUS301A Implement and monitor environmentally sustainable work practices, RTOs should include relevant industry specific examples of environmentally sustainable work practices employed in the industry or industry sector. All legislative and occupational health and safety (OHS) guidelines should also be specific to the printing and graphic arts industry.

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 AQTF 2007. 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 2007 requirements; licensing/registration requirements; and assessment pathways.

Benchmarks for Assessment

Assessment within the National Skills Framework is the process of collecting evidence and making judgments 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.

In the areas of work covered by this Training Package, the endorsed units of competency 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).

Australian Quality Training Framework Assessment Requirements

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 2007 Essential Standards for Registration.

The AQTF 2007 Essential Standards for Registration can be downloaded from <

www.training.com.au/aqtf2007>. The following points summarise 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/Course Accrediting Body in accordance with the AQTF 2007 Essential Standards for Registration. 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 2007 Essential Standards for Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See the AQTF 2007 Essential Standards for Registration, Standard 1, for assessor (and trainer) competency requirements.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed

Training Package. See the AQTF 2007 Essential Standards for Registration, Standard 1.

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 2007 Essential Standards for Registration, Standard 1.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2007 Essential Standards for Registration, Condition of Registration 7: Recognition of qualifications issued by other RTOs.

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 2007 Essential Standards for Registration, Standard 2.

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 Essential Standards for Registration. See the AQTF

2007 Essential Standards for Registration, Standard 3.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2007

Essential Standards for Registration, Standard 3.

Issuing AQF Qualifications and Statements 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 2007 and the 2007 edition of the AQF Implementation Handbook-available on the AQFAB website < www.aqf.edu.au>.

Licensing and/or registration applies to several industry sectors covered by the FNS10

Financial Services Training Package under Commonwealth, State or Territory legislation.

The Australian Securities and Investments Commission (ASIC)

The Australian Securities and Investments Commission (ASIC) administers the Australian Financial Services Licensing (AFSL) system covering financial planning and advisory services.

The FNS10 Training Package qualifications in financial planning, in particular FNS50610

Diploma of Financial Planning, FNS60410 Advanced Diploma of Financial Planning, FNS60710 Advanced Diploma of Financial Licensing Management and others that involve providing advice on financial products include units of competency that ASIC has designated as the minimum to meet their licensing educational requirements.

ASIC will also supervise The Australian Credit License (ACL) regime introduced on 1 January

2010 through enactment of the National Consumer Credit Protection Bill 2009. This requires all banks, credit unions, finance companies and other lenders, known in the Bill as credit providers, and all credit advisers and mortgage and credit brokers, known as credit service providers to hold an ACL.

Effectively a person or entity will need an ACL where they engage in any of the following credit activities:

• lending money or collecting money due under a credit contract,

• acting as a broker or intermediary (such as an aggregator or mortgage manager),

• providing assistance to a consumer about a specific credit product.

Conveyancing

Conveyancing is also regulated in the States where conveyancers operate and the FNS50410

Diploma of Conveyancing and FNS60310 Advanced Diploma of Conveyancing qualifications reflect the various competencies currently required to meet local licensing regimes. The conveyancing industry should agree nationally consistent licensing by 2013 and the current FNS10 qualifications have been designed to facilitate this transition.

The Tax Practitioner's Board (TPB)

The Tax Practitioner's Board manages a national registration system for persons preparing Business Activity and Instalment Activity Statements (BAS and IAS). Competencies in the FNS40210 Certificate IV in Bookkeeping, FNS40610 Certificate IV in Accounting, FNS50210

Diploma of Accounting and FNS60210 Advanced Diploma of Accounting qualifications currently cover these requirement. However, the TPB is reviewing its requirements and guidance and there may be additional advice on assessment later in 2010.

Exposure drafts of the Board's current position on BAS agent registration transition arrangements can be viewed at: http://www.tpb.gov.au/TPB/board/Exposure_drafts/TPB/TheBoard/Exposure_Drafts.aspx .

The TPB also registers tax agents and is developing further advice on requirements for legal competency that may impact on the FNS10 accounting qualifications

Many financial services job roles will involve compliance with government legislation. An example is the Anti-Money Laundering and Counter-Terrorism Financing Act 2006 , which imposes a number of obligations on businesses including banks, credit unions, building societies and trustees when they provide these designated services. These obligations include:

• customer due diligence (identification, verification of identity and ongoing monitoring of transactions)

• reporting (suspicious matters, threshold transactions and international funds transfer instructions)

• record keeping, and

• establishing and maintaining the AML/CTF program.

The FNS51710 Diploma of Anti Money Launder and Counter Terrorism Financing (AML-CTF) Management is designed to cover these compliance requirements.

Requirements for Candidates

Individuals being assessed under statutory licensing and industry registration systems must comply with training and experience requirements additional to the minimum requirements identified in this Training Package. These additional requirements apply to any person who provides financial product advice to retail clients and are a pre-condition of an organisation gaining an AFSL.

The minimum training requirements are specified in ASIC's updated Regulatory Guideline 146 (RG146). These requirements have been reflected in a number of specific ASIC advisory units of competency within the Training Package.

The updated RG146 is accessible from the ASIC website at: http://www.asic.gov.au and identifies key sectors within the financial services industry:

Tier 1 sectors

• financial planning

• insurance broking

• securities, derivatives

• life insurance, foreign exchange

• managed investments

• superannuation

Tier 2 sectors

• basic deposit products and non-cash payment facilities

• general insurance (except for personal injury and accident insurance).

Depending on the type/class of product a financial adviser wishes to provide advice in, the adviser must be competent against specific ASIC advisory units within the Training Package.

Organisations that wish to use the FNS10 Financial Services Training Package for ASIC compliance should ensure that they choose units which ASIC has identified as covering the knowledge and skills required for the appropriate educational level for Tier 1 and Tier 2.

Requirements for RTOs

Assessment in a simulated environment

Units of Competency in the Financial Services Training Package may be assessed in the workplace or in a simulated environment.

Assessment within a simulated environment may be required because:

• suitable employment and/or work experience is not always available

• some workplaces or work situations do not use or allow the application of the competency required

• conducting assessment within the workplace may be unacceptably disruptive to work requirements of the business

• it is sometimes appropriate to practice skills in live settings prior to the acquisition of competency, particularly in potentially dangerous situations or where valuable equipment may be at risk.

Given that simulation may be used and is often indicated as an option for assessment within the Financial Services Training Package the following advice is provided:

In order to be valid and reliable, the simulation must closely represent what actually occurs in the workplace, and should seek to replicate an actual work setting. It is critical that the designer of the simulation is thoroughly familiar with the application of the competency and is experienced in current and relevant workplace practices. In deciding whether a simulation or an assessment environment has been adequately designed, the following questions should be asked:

Are there opportunities to:

• test the full range of equipment?

• use up to date equipment and software?

• reflect time pressures and deadlines?

• show the complexity of dealing with multiple tasks?

• involve prioritising among competing tasks?

• deal with customers, including difficult ones?

• work with others in a team?

• communicate with diverse groups?

• find, discuss and test solutions to problems?

• explore health and safety issues?

• answer practically oriented, applied knowledge questions?

• show the level of written and verbal expression sufficient for, but not exceeding, the work requirements?

ASIC Advisory units of competency

The ASIC Advisory units of competency in this Training Package provide the basis for statutory licensing and industry registration arrangements. To provide delivery and assessment solutions that satisfy these licensing and registration arrangements, RTOs must meet the additional requirements detailed in the following chart.

LICENCE/ REGISTRATION	JURISDICTION	REQUIREMENTS
Australian Financial Services Licence (AFSL)	Australian Securities And Investment Commission (ASIC)	For RTO courses to be recognised for the purposes of meeting minimum training standards, which are conditional to gaining a AFSL, the RTOs courses must include the required ASIC advisory units and be listed on ASIC's Training Register. This is in addition to the qualifications being on scope of the RTOs registration. RTOs must make a separate application to ASIC for their courses to be included on the Register. For information go to www.asic.gov.au .

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, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.

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 and the AQTF 2007.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment 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.

Assessment-Only or Recognition of Prior Learning Pathway

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 achieved.

In an assessment-only or 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, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF 2007 must be met (Standard 1).

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, and work samples. 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).

The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios:

• candidates enrolling in qualifications who want recognition for prior learning or current competencies

• 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.

Combination of Pathways

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 mandatory competencies for assessors, 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 2007 specifies mandatory competency requirements for assessors. For information, Standard 1, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4	Training and assessment is delivered by trainers and assessors who:
a)	have the necessary training and assessment competencies as determined by the National Quality Council or its successors
b)	have the relevant vocational competencies at least to the level being delivered or assessed
c)	continue developing their vocational and training and assessment competencies to support continuous improvements in the delivery of the RTO"s services.

Industry Assessment Contextualisation 1

Training and Assessment for People with Specific Needs

Disability Standards for Education were formed under the Disability Discrimination Act 1992 and were introduced in August 2005; they clarify the obligations of education and training providers to ensure that students who have a disability are able to access and participate in education without experiencing discrimination.

Good vocational education training and assessment is often about making adjustments to what we do to meet the learning support needs of individuals. The information provided below is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability.

What is a disability?

A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments. While some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics.

A disability may affect or relate to a range of human functions including mobility, stamina,

lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illness or birth.

Adjustments in training and assessment

An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards employers and training providers expect. Reasonable adjustments need only be that - reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place.

Training and assessment can be made more appropriate and fair for a person who has a disability through attitude, preparation and application.

Attitude

The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies that can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned.

Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a 'person who has an intellectual disability' and an 'intellectually disabled person'. A person who has an intellectual disability could also be identified by a range of equally important characteristics - height, age, sporting interests. However, the term 'intellectually disabled person' refers to the disability as the major, and often only, defining characteristic.

Preparation

It is important to identify any functional issues arising from the nature and extent of a person's disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required.

Application

Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because:

• adjustments may only need to be temporary - i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring

• adjustments may need reinforcing - when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become 'natural'

• adjustments may made need improving - where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring.

In most cases an informal discussion with the person concerned may be all that is necessary. However, should adjustments be substantial, or if a learner is not acquiring competence at a reasonable rate, a more formal process may be required. This may include:

• performance indicators - training providers, learners and employers should have agreed indicators of performance which can be measured and monitored

• independent support - a third party independent of the training and/or assessment environment may need to be involved

• experimentation - if existing adjustments are not proving satisfactory, creative solutions may be needed

• continuing review - formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary.

For further information on training and assessment for people with specific needs, the

DEEWR website has information about the Disability Coordination Officer Programme, which

'provides information, co-ordination and referral services for people with a disability interested in or enrolled in post-school education and training: http://www.deewr.gov.au/Skills/Programs/Support/NDCO/Pages/default.aspx

Reasonable adjustment

Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages.

Type of Disability Type of Disability	Reasonable Adjustment Reasonable Adjustment
Acquired brain injury	• Memory aids (posters, notes etc.) • Reflective listening skills • Stress minimisation • Time and patience
• Hearing impairment	• Audio loops for people using hearing aids • Plain English documents • Fire and alarm systems with flashing lights • Sign language interpreters • Telephone typewriters
Intellectual disability	• Additional time • Assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) • Mentors • Plain English documents • Practical learning sessions • Repetition of learning exercises
Mobility impairment	• Access to aids such as for holding documents • Adjustable tables • Lifting limits • Note taking support • Oral rather than written presentations • Personal computer • Wheelchair access
Psychiatric disability	• Identification and avoidance of stresses • Ongoing rather than formal assessments • Reflective listening skills • 'Time-out' breaks in assessment
Speech impairment	• Information summaries • Stress minimisation • Time and patience • Written rather than verbal opportunities
Vision impairment	• Additional writing time for assignments/tests • Audio tapes • Braille translations • Enlarged computer screen images • Enlarged text and images • Good lighting or reading lamps • Guide dog provision • Informing the person before moving furniture • Voice synthesisers on computers

Assessment for Indigenous Organisations

Aboriginal and Torres Strait Islander Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing assessment processes along appropriate lines.

There are four main areas of concern:

• diversity

• cultural appropriateness

• community control

• accreditation.

Diversity

The term diversity is used to emphasise the wide range of opinion, aspirations, community circumstances, cultural practices, geographic locations, and social, economic and political conditions that exist throughout Australia and the need to guard against assumptions that all communities are the same.

One approach is to distinguish between remote, rural and urban settings. These settings suggest differences that may be relevant to Aboriginal and Torres Strait Islander organisations, including:

• culture

• language

• history

• social make up

• geography

• social and economic infrastructure

• economy

• political structure.

These factors suggest that training and assessment, in order to be relevant to the needs of any particular Aboriginal and Torres Strait Islander organisation, should address each situation as unique.

Cultural appropriateness

The term culture is used in a broad sense, it refers to:

• values, social beliefs and customs e.g. Aboriginal and Torres Strait Islander law, land and family and kinship systems

• protocols of behaviour and interaction e.g. cultural authority, gender, kinship

• ways of thinking e.g. learning styles

• language, both traditional and Aboriginal English

• lifestyles

• local history

• location e.g. region and place.

A particularly important aspect of cultural appropriateness is that of learning styles. There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently from the Western intellectual tradition, which is relevant to effective training and assessment.

It is understood that Aboriginal and Torres Strait Islander people may:

• learn better in groups than individually

• learn better in the surroundings of their community than in an institutional environment

• prefer oral communications to written forms

• learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches

• have a highly developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations.

To be effective, it is necessary that training and assessment recognises, adopts and practises appropriate delivery and assessment approaches.

Non-Aboriginal and Torres Strait Islander trainers and assessors need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and to assist with assessment of relevant protocols, for example, where required.

There are a number of ways a Registered Training Organisation (RTO) can establish and maintain culturally appropriate training and assessment practices, including:

• ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation

• establishing and maintaining a collaborative relationship with local Aboriginal and Torres

Strait Islander communities

• as a mainstream (non-Indigenous) RTO, establishing auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community

• ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel.

Community control

The term community control is synonymous with self determination, self management, etc. and underpins most community aspirations. It is of fundamental concern to people who see themselves as having been dispossessed by colonisation.

The essence of control is control of decision-making. In order to be able to do this, people need all relevant information, relevant competencies and recognition of their own structures and processes.

Among other things, Aboriginal and Torres Strait Islander people seek control over their training. It is necessary, therefore, that they participate in all stages of planning, development, delivery and evaluation, in meaningful ways. One way is for communities to have control of

the contract for training initiatives.

It is important that training providers and assessors respect and conform to the practice of community control which underpins this field within the BSB07 Business Services Training Package.

Accreditation

Aboriginal and Torres Strait Islander people have said for a long time that their involvement in training has not been formally recognised and that many of the skills they utilise in managing their organisations and delivering services to their communities have not been valued.

The first issue may have arisen because much of the training that has been delivered to communities has been customised to particular situations, has not been assessed on an individual basis if at all, and has been delivered by unregistered personnel.

Secondly, until this time, recognition of current competence (RCC) has been under-utilised. Individuals may demonstrate competence in complete units of competency through formal

training, informal training or the recognition of current competence/skills, resulting in

qualifications/Statements of Attainment being awarded as appropriate.

In the community group setting, an important feature of likely relevance for assessment is that participants may vary with respect to previous education and training experience, and

possess diverse skills in literacy and/or numeracy.

However, diverse numeracy and literacy skills are not a barrier to sophisticated thought, and care must be taken not to employ assessment strategies that rely on numeracy and literacy skills where they are not intrinsically required by the unit of competency being assessed.

A flexible approach to assessment will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals under this domain within the BSB07 Business Services Training Package.

Assessment in Aboriginal and Torres Strait Islander Communities

The guiding principles that underpin assessment include:

• assessment should be transparent i.e. clearly seen and understood by the candidate and others

• assessment should empower the candidate on the basis of consent, self assessment and responsibility for the process

• any Board members or prospective Board members should have opportunities to demonstrate their competence/skills

• Board activities may be used as the context for assessment where possible (known as on-the-job assessment or workplace assessment); there may also be opportunities to include evidence from other relevant situations

• assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community knowledge and skills

• assessments must provide constructive feedback to candidates and support for further competency development

• assessments must provide a Statement of Attainment or qualification listing the units of competency achieved

• records of candidate achievement maintained by the RTO must record the Statement of Attainment listing the units of competency achieved or qualifications achieved as required by the AQTF 2007

• a record of demonstrated competencies will assist in role clarification and performance appraisals in the workplace.

Given the importance of the assessment to the candidate and the Board, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity.

Units of competency with a cultural content, including the following of local protocols, will require knowledge of these cultural matters by the assessor. As these matters are often governed by local rules of access to such knowledge, only those people with the knowledge can genuinely assess these aspects of the competency or provide guidance on their assessment.

Discussion must take place with the community and agreement reached on how these matters are assessed. For non-Aboriginal and Torres Strait Islander RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community.

It should also be noted that for Aboriginal and Torres Strait Islander people being assessed, these aspects of competency will almost invariably have been attained through life experience. This must also be taken into account in the assessment procedures relating to cultural matters.

Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning of the unit of competency or the elements of competency.

Candidates must be informed of the right to access grievance procedures.

VET in Schools

VET in Schools provides for nationally recognised vocational education and training (VET)

based on industry standards undertaken as part of a senior secondary certificate.

Successful completion of a VET in Schools program enables a student to gain a nationally recognised AQF qualification, usually at the same time as the school based qualification.

How are VET in Schools programs structured?

VET in Schools programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VET in Schools programs:

• schools can be a Registered Training Organisation (RTO) in their own right

• school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO

status on behalf of a group of schools

• schools can work together in a partnership with an RTO.

States and territories across Australia package VET in Schools programs differently,

according to their senior secondary certificate requirements. Generally schools may offer VET

in Schools programs as:

• stand-alone

• embedded

• combination of stand-alone and embedded

• school based New Apprenticeship.

Stand-alone refers to the delivery of a VET course or qualification outside of a school subject framework.

Embedding refers to an arrangement whereby VET units of competency are delivered within a general education course, producing both vocational and general education outcomes. This aims to minimise the assessment workload of students by avoiding unnecessary duplication.

In some states and territories, embedding is necessary to provide recognition of VET within the senior secondary certificate. In others, stand-alone VET components contribute towards the senior secondary certificate.

Given the considerable variation in the manner in which qualifications and units of competency are used across Australia, the relevant authority in each state and territory will provide advice and guidance as to the specific VET in Schools programs that can be undertaken.

Appropriate Qualifications for VET in Schools

IBSA acknowledges links between schools, businesses and the community, and strongly supports young people combining schooling with VET and workplace learning.

It is essential that all VET qualifications gained through a VET in Schools program are consistent with the outcomes detailed in the Training Package.

The AQTF Standards for Registered Training Organisations set out minimum competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the AQTF requirement for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence.

Schools that are RTOs generally deliver Certificate I and II qualifications. Some schools, in most states and territories, may also offer part or all of Certificate III and IV qualifications. However, the delivery of these higher qualifications often requires a partnership arrangement and presents some significant challenges as detailed below.

Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, part-time or vacation work not directly related to the industry focus of the qualification should also be considered.

Certificates I and II

Certificate I and Certificate II qualifications are the most suitable for use in VET in Schools programs. These qualifications are often preparatory in nature or include skills that can be readily trained and assessed in a school setting. For example, many of the units in Certificate I and II, Information Technology or Business qualifications describe skills that are considered foundation skills for any employment situation. However, even at this level, schools must ensure adequate attention is paid to the effective assessment of competencies dealing with work environment or Employability Skills.

Certificate III

The AQF descriptor for Certificate III qualifications includes performance expectations such as skills transference to new environments and the prospect of potential responsibility for others. A Certificate III qualification is premised on the understanding that it provides a vocational outcome in its own right and stretches beyond 'preparation for work'. It may even reflect a

trade outcome. Some Certificate III qualifications, or the units of competency packaged to make up the qualification.

For these reasons, effective learning and assessment in a completely institutional environment is extremely difficult to achieve. While some 'technical' skills may be effectively learnt and assessed in an appropriately structured, simulated environment, work environment related competencies pose significant challenges. In these cases, Statements of Attainment for individual units are usually more appropriate than the award of full qualifications.

Certificate IV

At this AQF level, individuals need to demonstrate competence characterised by a degree of unpredictability, varying contexts, critical appraisal and management of diverse and perhaps questionable information and the assumption of responsibility for the quality and quantity of one's own work and often the work of others. Some Training Packages consider their Certificate IV graduates to be 'associate professionals and supervisors'.

It is highly unlikely that a full Certificate IV qualification could be achieved in a school environment, other than through a school based New Apprenticeship.

Work Placement

Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to the attainment of a qualification in a specific occupational field.

An essential feature of school-industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly off-the-job. The implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs.

Principles for quality workplace learning

The Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA) endorsed the Principles for Quality Workplace Learning for school students engaged in VET programs throughout Australia. All states and territories apply the principles to their work

placement programs although the nature and extent of work placement programs varies across states and territories.

The broad MCEETYA principles are documented below.

Quality workplace learning is integrated into a program

• It operates within a framework which provides the opportunity for all students to access it, though not all students may choose to do so; and

• It operates within the context of vocational courses, which are recognised by industry, are responsive to industry needs and forms part of a student's exit credential.

Quality workplace learning is structured

• It has a clearly articulated and documented purpose;

• There are clearly identified and documented learning outcomes for students within accredited programs, which are linked to post school qualifications;

• They are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to demonstrate competence according to industry standards of at least level 1 of the AQF;

• There is a matching between the students' skills and interests and the work placements;

and

• Students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties.

Quality workplace learning is monitored

• The learning is coordinated by personnel with appropriate expertise and adequate resources; and

• Support should be made available to students and employers throughout the course of the work placement.

Quality workplace learning is regulated

There are clearly stated procedures designed to ensure that:

• Students are protected from moral and physical danger;

• Students work in a non-discriminatory and harassment free environment;

• Students receive appropriate training and instruction in occupational health and safety;

and

• Students are not exploited by being continuously engaged in a production or service capacity or used to substitute for the employment of employees and payment of appropriate wages.

• The students are required to understand the roles and responsibilities of employees in the workplace and are expected to follow the directions of the workplace supervisors and the other employees.

Quality workplace learning is assessed

• The assessment, according to industry standards, is of students' competencies achieved in the workplace which contributes to the overall assessment of the program; and

• There are mechanisms for the recording and reporting of students' competencies.

There is a strong correlation between these MCEETYA quality principles and the OECD

characteristics of high quality learning programs detailed below.

The major 14-country study entitled From Initial Education to Working Life: Making Transitions Work by the OECD identified 10 characteristics of high quality workplace learning programs. These are:

1 Work placements that are long enough for real learning to take place.

2 Systematic analysis of the training capacity of the workplace, to see what it can realistically supply.

3 A formal training plan, setting out what has to be taught and learned, and clarifying the work based and school based parts of a student's program.

4 Employer involvement in student selection for work placements.

5 The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur.

6 The use of qualified, highly competent workers as workplace trainers or mentors.

7 Regular face-to-face contact between the coordinators and employers and in-firm supervisors.

8 Monitoring of the students on the job by the program coordinator.

9 The evaluation of student performance against the training plan at the end of the placement, with the evaluation carried out by the job supervisor and coordinator jointly.

10 Deliberate efforts by schools to relate what has been learned at work to students' school based learning. (OECD, 2000, From Initial Education to Working Life: Making Transitions Work. Organisation for Economic Cooperation and Development, Paris.)

Effective work placement is characterised by:

• activities that complement off-the-job learning programs

• clearly articulated and documented purpose

• development of appropriate attitudes towards work

• development of competence in designated industry skills and Employability Skills

• facility for on-the-job practice of skills acquired in a classroom

• flexibility

• learning in a range of behaviours appropriate to the relevant industry

• opportunities for work based assessment

• regular and frequent use of current technology and equipment

• relevance to the VET qualification being undertaken

• recognition of student readiness

• support of industry partners.

Beyond the above, a number of other provisions are necessary for a successful work placement program. The credibility of work placements and any resultant recognition of competence requires a degree of 'seriousness' if the outcomes are to be valued by individuals and industry clients of the VET system.

It is suggested that stakeholders involved in the planning and management of work placements carefully consider and implement the following general principles:

• That the RTO assume responsibility for finding placements and validating the arrangements.

• That the workplace has the appropriate resources, tools and staff to conduct the placement with compliance to any legislative requirements.

• That there is regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF standards.

• That a student on work placement must be covered by injury insurance.

• That there is a formal contract setting out each party's responsibilities and obligations.

• That, where possible, the workplace has on site a qualified workplace trainer and assessor in 'direct line' control of the student (to avoid training and assessment by 'proxy')

• That if the placement is for assessment only then there must be clearly documented assessment tasks specifically related to the unit being assessed and evidence retained to support achievement of competence (for both best practice recording purposes and audit/appeal).

• That if the placement also includes training then any 'academic pass' cannot be bestowed prior to the placement as clearly all of the learning components have not been undertaken nor can they be assessed in advance if they have not been learned.

• That the training be directly related to achievement of competence while recognising the likely acquisition of other skills and knowledge.

• That where assessment occurs it be clearly related to a unit of competency relevant to the work placement.

• That where more than one performance criteria (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the PC.

• That the qualifications level be appropriate in context i.e. if it is advanced programming there must be an advanced programming task observed and assessed

• That the actual variables of the PC be documented for audit purposes and for verification of appropriateness of the range in the work placement.

In some state and territory school systems, part-time student work in an appropriate workplace may be used to fulfil work placement requirements and virtual/simulated work placements may also be legitimate.

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 judgments 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 are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service < www.ntis.gov.au>. Materials on the list have been noted by the National Quality Council as meeting their quality criteria for Training Package support materials.

Developing Assessment Tools

When developing assessment tools, assessors must ensure that they:

• are benchmarked against the relevant unit or units of competency

• are reviewed as part of the continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2007

• meet the assessment requirements expressed in Standard 1 of the AQTF 2007.

A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools. There is no set format or process for the design, production or development of assessment materials.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on

equity in assessment including reasonable adjustment.

Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2007 Essential Standards for

Registration.

For information, the mandatory assessment requirements from Standard 1 from the AQTF

2007 Essential Standards for Registration are as follows:

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

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 and explicit within each unit of competency. 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.

Employability Skills in the Financial Services Training Package context

Background to Employability Skills

Employability Skills can sometimes be referred to as generic skills, capabilities or Key

Competencies.

Employability Skills are described for particular occupational and industry contexts under the following broad headings:

• communication

• teamwork

• problem solving

• initiative and enterprise

• planning and organising

• self-management

• learning

• technology.

Under each heading are facets that employers have identified as being important work skills. These facets are dependent both in their nature and priority on an enterprise's business activity. Personal attributes that may also contribute to employability are not part of the Employability Skills Framework.

Employability Skills Framework

The following table contains the Employability Skills facets

Skill	Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive and harmonious relations across employees and customers	• listening and understanding • speaking clearly and directly • writing to the needs of the audience • negotiating responsively • reading independently • empathising • using numeracy effectively • understanding the needs of internal and external customers • persuading effectively • establishing and using networks • being assertive • sharing information • speaking and writing in languages other than English
Teamwork that contributes to	• working across different ages irrespective of gender, race, religion or political persuasion • working as an individual and as a member of a team
productive working relationships and outcomes	• knowing how to define a role as part of the team • applying teamwork to a range of situations e.g. futures planning and crisis problem solving • identifying the strengths of team members • coaching and mentoring skills, including giving feedback
Problem solving that contributes to productive outcomes	• developing creative, innovative and practical solutions • showing independence and initiative in identifying and solving problems • solving problems in teams • applying a range of strategies to problem solving • using mathematics, including budgeting and financial management to solve problems • applying problem-solving strategies across a range of areas • testing assumptions, taking into account the context of data and circumstances • resolving customer concerns in relation to complex project issues
Initiative and enterprise that contribute to innovative outcomes	• adapting to new situations • developing a strategic, creative and long-term vision • being creative • identifying opportunities not obvious to others • translating ideas into action • generating a range of options • initiating innovative solutions
Planning and organising that contribute to long and short-term strategic planning	• managing time and priorities - setting time lines, coordinating tasks for self and with others • being resourceful • taking initiative and making decisions • adapting resource allocations to cope with contingencies • establishing clear project goals and deliverables • allocating people and other resources to tasks • planning the use of resources, including time management • participating in continuous improvement and planning processes • developing a vision and a proactive plan to accompany it • predicting - weighing up risk, evaluating alternatives and applying evaluation criteria • collecting, analysing and organising information • understanding basic business systems and their relationships
Self-management that contributes to employee satisfaction and growth	• having a personal vision and goals • evaluating and monitoring own performance • having knowledge and confidence in own ideas and visions • articulating own ideas and visions • taking responsibility
Learning that contributes to ongoing improvement and expansion in employee	• managing own learning • contributing to the learning community at the workplace • using a range of mediums to learn - mentoring, peer support and networking, IT and courses
and company operations and outcomes	• applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) • having enthusiasm for ongoing learning • being willing to learn in any setting - on and off the job • being open to new ideas and techniques • being prepared to invest time and effort in learning new skills • acknowledging the need to learn in order to accommodate change
Technology that contributes to the effective carrying out of tasks	• having a range of basic IT skills • applying IT as a management tool • using IT to organise data • being willing to learn new IT skills • having the OHS knowledge to apply technology • having the appropriate physical capacity

Employability Skills Summary

The FNS10 Training Package has an Employability Skills Summary for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.

The following is important information for trainers and assessors about Employability Skills

Summaries.

• Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

• Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

• The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.

• Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

• Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.

For more information on Employability Skills in Innovation and Business Industry Skills Council Training Packages go to the Innovation and Business Industry Skills Council website at http://www.ibsa.org.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.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September

2007) for more information on reasonable adjustment, including examples of adjustments.

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

Information on ASIC financial product advisory services licensing can be accessed on their website at: http://www.asic.gov.au

Information on ASIC credit services licensing can be accessed on their website at:

http://www.asic.gov.au/asic/ASIC.NSF/byHeadline/Credit%20licensing

Information on current State and Territory based licensing of conveyancers can be accessed on the following websites:

• NSW

http://www.fairtrading.nsw.gov.au/Businesses/Specific_industries_and_businesses/Conveyancing

• Victoria http://www.consumer.vic.gov.au/CA256EB5000644CE/page/Business+Licensing+&+Regulation-C

• Northern Territory

• Tasmania http://www.consumer.tas.gov.au/business_affairs/conveyancing

• South Australia http://www.ocba.sa.gov.au/licensing/conveyancer/index.html

Queensland and ACT do yet have a conveyancer licensing system.

Information on the Tax Practitioner's Board role and registration requirements for BAS/IAS

and Tax Agents can be accessed on their website at: http://www.tpb.gov.au/

Information on the Anti-Money Laundering and Counter-Terrorism Financing Act 2006 can be accessed on the Auditor-General's Department website at: http://www.ag.gov.au/www/agd/agd.nsf/Page/Anti-moneylaundering_AMLCTFlegislation

Information on the Disability Standards for Education 2005 Guidance Notes can be accessed on the DEEWR website http://www.deewr.gov.au/Schooling/Programs/Documents/Guidance_Notes_2005_pdf.pdf

Information on the policy transition from the Mayer Key Competencies to Employability Skills can be accessed at the following DEEWR website: http://www.deewr.gov.au/schooling/CareersandTransitions/EmployabilitySkills/Pages/Overview.aspx

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 TAA04 Training and Assessment Training Package contact:

Innovation & Business Skills Australia Level 2, Building B, 192 Burwood Road HAWTHORN VIC 3122

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General Resources

Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTA

publications.

AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory

Board, 2002, aqf.edu.au

Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to < www.training.com.au/aqtf2007>

AQTF 2007 Essential Standards for Registration. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration

AQTF 2007 User"s Guide to the Essential Standards for Registration. A Users" Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAA04 Training and Assessment Training Package. This is available from the Innovation and Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS).

National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - www.ntis.gov.au

Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.dest.gov.au

Assessment Resources

Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.dest.gov.au.Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

Printed and/or CD ROM versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

• Training Package Assessment Materials Kit

• Assessing Competencies in Higher Qualifications

• Recognition Resource

• Kit to Support Assessor Training

• Candidates Kit: Guide to Assessment in New Apprenticeships

• Assessment Approaches for Small Workplaces

• Assessment Using Partnership Arrangements

• Strategies for ensuring Consistency in Assessment

• Networking for Assessors

• Quality Assurance Guide for Assessment

An additional guide "Delivery and Assessment Strategies" has been developed to complement these resources.

Assessment Tool Design and Conducting Assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing

Tests - Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools,

A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.

Assessor Training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program - learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package - Toolbox, ATPL Melbourne (available from TVET).

Green, M, et al. 1997, Key competencies professional development Package, Department for

Education and Children"s Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.

Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project - assessment systems and processes, OTFE (now OTTE) Victoria.

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government

Publishing Service, Canberra.

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 Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. 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 endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

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

• may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

• may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but 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 statement

A standard Employability Skills statement appears in each unit of competency. This statement directs trainers and assessors to consider the information contained in the Employability Skills Summary in which the unit of competency is packaged.

Prerequisite 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 expectations at the AQF qualification level involved

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.

The following table contains examples of embedded Employability Skills for each component of a unit of competency. Please note that in the examples below the bracketed skills are provided only for clarification and will not be present in units of competency within this Training Package.

Example Employability Skills unit

Unit component	Example of embedded Employability Skill
Unit Title	Provide management accounting information (communication, planning and organising)
Unit Descriptor	This unit describes the performance outcomes, skills and knowledge required to collect and analyse client information and use it as the basis for determining the level of contact required and to monitor and maintain the quality of the service provided. (self-management, learning)
Element	Use appropriate specialist terminology in written and oral communication related to a claim (communication, problem solving)
Performance Criteria	Opportunities for improvement of work group activity are shared with work group members. (teamwork, initiative and enterprise)
Range Statement	Financial records may include • budgeting • cash flow planning • debt-to-equity ratios • tax records: • Fringe Benefits Tax (FBT) • payroll tax
• income tax returns • company tax. (technology, learning, planning and organising)
Required Skills and Knowledge	• well-developed literacy skills to: • interpret and analyse complex documentation including regulatory and legal compliance requirements and guidelines • draft outsourcing tender documentation, specification and performance measures • produce management reports (communication, problem-solving)
Evidence Guide	Evidence of the ability to: • identify, interpret and comply with organisation policies and procedures regarding preparing financial forecasts and projections • apply standard accounting principles and techniques • accurately identify assumptions and parameters of forecasts • collect, consolidate, model and analyse data in a timely manner, document results and obtain approval where required. (planning and organising, self-management, problem-solving)

Competency Standards - Industry Contextualisation

There are several sets of units of competency in the FNS10 Training Package that can be used across all more a number of the industry sectors. In addition there is significant use of imported units, particularly from the BSB07 Business Services Training Package reflecting common skills between the financial services and other industries.

The packaging of units in qualifications also recognises that specialisations or particular job roles exist within overall broad occupations.

The design of the Package allows for contextualisation at the unit of competency and qualification level depending on the needs of the learner and anticipated career paths. It is an industry expectation that RTOs apply their knowledge and experience of the industry to ensure all training and assessment is in the appropriate context and provides both portable skills and technical specialisation as required.

Appendices

Appendices
Appendix A: VET in Schools
What is VET in schools? Vocational education and training in schools (VETiS) provides for nationally recognised vocational education and training undertaken as part of a senior secondary certificate and based on industry standards. Successful completion of a VETiS program enables students to gain a nationally-recognised Australian Qualifications Framework (AQF) qualification, usually at the same time as their school-based qualification. How are VET in schools programs structured? VETiS programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VETiS programs: schools can be a registered training organisation (RTO) in their own right school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on behalf of a group of schools schools can work together in a partnership with an RTO. Appropriate qualifications for VET in schools IBSA encourages links between schools, businesses and the community, and strongly supports young people combining schooling with VET and workplace learning. It is essential that all VET qualifications gained through a VETiS program are consistent with the outcomes detailed in the Training Package. The following two qualifications are recommended as most suitable for VETiS programs: ICP20110 Certificate II in Printing and Graphic Arts (General) ICP20210 Certificate II in Printing and Graphic Arts (Desktop Publishing). The AQTF 2007 Standards for Registered Training Organisations set out minimum competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the AQTF 2007 requirement for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence. Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, parttime or vacation work not directly related to the industry focus of the qualification should also be considered. Work placement Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to the attainment of a qualification in a specific occupational field. An essential feature of school-industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly off-the-job. The implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs. Principles for quality workplace learning The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) endorsed the Principles for Quality Workplace Learning for school students engaged in VET programs throughout Australia. All states and territories apply the principles to their work placement programs, although the nature and extent of work placement programs vary across states and territories. The broad MCEETYA principles are documented below. Quality workplace learning is integrated into a program it operates within a framework which provides the opportunity for all students to access it, though not all students may choose to do so; and it operates within the context of vocational courses, which are recognised by industry, are responsive to industry needs and forms part of a student’s exit credential. Quality workplace learning is structured it has a clearly articulated and documented purpose; there are clearly identified and documented learning outcomes for students within accredited programs, which are linked to post-school qualifications; they are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to demonstrate competence according to industry standards of at least level 1 of the AQF; there is a matching between the students’ skills and interests and the work placements; and students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties. Quality workplace learning is monitored the learning is coordinated by personnel with appropriate expertise and adequate resources; and support should be made available to students and employers throughout the course of the work placement. Quality workplace learning is regulated There are clearly stated procedures designed to ensure that: students are protected from moral and physical danger; students work in a non-discriminatory and harassment-free environment; students receive appropriate training and instruction in occupational health and safety; students are not exploited by being continuously engaged in a production or service capacity or used to substitute for the employment of employees and payment of appropriate wages; and students are required to understand the roles and responsibilities of employees in the workplace and are expected to follow the directions of the workplace supervisors and other employees. Quality workplace learning is assessed the assessment, according to industry standards, is of students’ competencies achieved in the workplace which contributes to the overall assessment of the program; and there are mechanisms for the recording and reporting of students’ competencies. There is a strong correlation between these MCEETYA quality principles and the OECD characteristics of high quality learning programs detailed below. The major 14country study entitled From Initial Education to Working Life: Making Transitions Work by the OECD identified 10 characteristics of high quality workplace learning programs. These are: Work placements that are long enough for real learning to take place Systematic analysis of the training capacity of the workplace, to see what it can realistically supply A formal training plan, setting out what has to be taught and learned, and clarifying the work-based and school-based parts of a student’s program Employer involvement in student selection for work placements The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur The use of qualified, highly competent workers as workplace trainers or mentors Regular face-to-face contact between the coordinators and employers and in-firm supervisors Monitoring of the students on the job by the program coordinator The evaluation of student performance against the training plan at the end of the placement, with the evaluation carried out by the job supervisor and coordinator jointly Deliberate efforts by schools to relate what has been learned at work to students’ school-based learning Effective work placement is characterised by: activities that complement off-the-job learning programs clearly articulated and documented purpose development of appropriate attitudes towards work development of competence in designated industry skills and employability skills facility for on-the-job practice of skills acquired in a classroom flexibility learning in a range of behaviours appropriate to the relevant industry opportunities for work-based assessment regular and frequent use of current technology and equipment relevance to the VET qualification being undertaken recognition of student readiness support of industry partners. Beyond the above, a number of other provisions are necessary for a successful work placement program. The credibility of work placements and any resultant recognition of competence requires a degree of ‘seriousness’ if the outcomes are to be valued by individuals and industry clients of the VET system. It is suggested that stakeholders involved in the planning and management of work placements carefully consider and implement the following general principles: That the RTO assume responsibility for finding placements and validating the arrangements That the workplace has the appropriate resources, tools and staff to conduct the placement, with compliance with any legislative requirements That there be regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF 2007 standards That a student on work placement must be covered by injury insurance That there is a formal contract setting out each party’s responsibilities and obligations That, where possible, the workplace has on site a qualified workplace trainer and assessor in ‘direct line’ control of the student (to avoid training and assessment by ‘proxy’) That if the placement is for assessment only then there must be clearly documented assessment tasks specifically related to the unit being assessed and evidence retained to support achievement of competence (for both best practice recording purposes and audit/appeal) That if the placement also includes training, then any ‘academic pass’ cannot be bestowed prior to the placement as clearly all of the learning components have not been undertaken nor can they be assessed in advance if they have not been learned That the training be directly related to achievement of competence while recognising the likely acquisition of other skills and knowledge That where assessment occurs it be clearly related to a unit of competency relevant to the work placement That where more than one performance criterion (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the performance criterion That the qualifications level be appropriate in context, i.e. if it is advanced programming there must be an advanced programming task observed and assessed That the actual variables of the performance criterion be documented for audit purposes and for verification of appropriateness of the range of activities in the work placement In some state and territory school systems, part-time student work in an appropriate workplace may be used to fulfil work placement requirements and virtual or simulated work placements may also be legitimate.
Appendices
Appendix B: Australian Apprenticeships
All qualifications within ICP10 Printing and Graphic Arts Training Package can be achieved by a variety of pathways and delivery methods – either on‐the‐job or through a combination of on- and off-the-job training and recognition processes. Qualifications at AQF levels II to IV particularly facilitate Australian Apprenticeship pathways. Industry recommends that the following qualifications are achieved through contracted training as Apprenticeships: ICP30210 Certificate III in Printing and Graphic Arts (Graphic Pre-press) ICP30510 Certificate III in Printing and Graphic Arts (Printing) ICP30610 Certificate III in Printing and Graphic Arts (Screen Printing) ICP30710 Certificate III in Printing and Graphic Arts (Print Finishing).