RPL FAQs and glossary

If you have the evidence to show that you can demonstrate the skills and knowledge needed, the minimum RPL is one unit of competence and the maximum is a full qualification.

Registered Training Organisations (RTOs) are required to demonstrate that RPL services have been offered to all enrolling students and that appropriate information and advice has been made available.

New government initiatives have put a greater focus on RPL. The onus is now on RTOs to offer RPL prior to enrolment, rather than the student being responsible for enquiring about it.

However, RPL services do vary from RTO to RTO, so you should ‘shop around’ to find one that suits your needs.

Although you can apply for RPL at any time, it is best to do it during enrolment time or as soon as possible afterwards.

Preparing evidence for your RPL application will take time – the responsibility for gathering the evidence lies with you. The more preparation you do, the less time the application may take, however there really is no ‘set’ time – it really depends on how much evidence you gather and how easy it is to put together.

If you are already enrolled in the units leading to the qualification you are seeking, there may be no charge. If you are not enrolled, there is usually a fee for your RPL claim to be assessed. You need to check with your RTO or RPL assessor, and remember to ask what their fee includes.

Your RPL assessor will try to complete the process as quickly as possible for you, but how soon they can make a decision on your RPL application depends mainly on how well you have prepared your evidence, and how well your evidence meets the requirements of the unit/s of competency.

Different RTOs will have different time frames but about four weeks is probably a reasonable time to expect a decision after you have lodged your application with all your evidence for RPL. Check with your RPL assessor as to whether they have a specific timeframe they follow.

Not necessarily – it’s really your choice, and something you should discuss with your RPL assessor. If, after doing an initial review of your evidence, your assessor feels that you’re going to be successful in achieving RPL for the qualification, you should probably await the result of your assessment before undertaking any study.

Different training providers may have different approaches, but it may be wise to keep up with your study in case your recognition application isn’t successful.

For evidence to have 'quality' it must cover the scope listed below.

The collection of quality evidence requires that:

• assessment must address the scope of this unit and reflect all components of the unit, that is, the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
• a range of appropriate assessment methods and evidence gathering techniques is used to determine competency
• evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided
• the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
• assessment meets the rules of evidence
• a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit/s have been achieved and that consistent performance has been demonstrated.

A portfolio is a formal collection of evidence that you have obtained during your learning, your career experience and your personal and professional development.

How can I collect this evidence?

Your evidence can be collected from a range of sources including the following:

• samples of your work that demonstrate your competence
• employment history which can include voluntary and work experience
• a validation letter that confirms the authenticity of your information
• skills demonstration
• life experience
• industry representive from your place of employment.

It is advised that you are methodical with your collection - use a folder to store paper-based evidence under the unit headings, keep an overall index and use an evidence review/summary sheet as a cover page for your portfolio. Ensure that you cross-reference evidence clearly so that your RPL assessor can see how it relates to the performance criteria.

Remember, the more clear and well organised your portfolio of evidence is, the easier your RPL assessor will find it to work with.

You should assemble evidence to support your claim for RPL with enough detail to help the assessor reach a decision. One piece of evidence may not prove much on its own, however when corroborated by a number of other pieces, it can help to build up a picture of your competencies.

Your evidence must meet the rules of evidence, which are as follows.

• Relevant - your evidence relates directly to each element and performance criteria.
• Authentic - your evidence proves that you have the skills and knowledge required and your claim can be verified
• Current – your evidence provides proof that your learning is still valid
• Sufficient - you have enough evidence to support your claim against each element and selection criteria.

A discussion with your assessor/facilitator will help you decide how much evidence is required

If you do not have enough evidence to apply for PRL, you should consider undertaking further training to broaden your range of knowledge and skills in that specific competency area. Your RTO should be able to help you with training options.

Good question! In some cases… yes, it would be. Some people think that RPL is the ‘easy way out’ of study, but actually, it can take a lot of time and effort to put together a successful RPL application.

Your RPL assessor is the best person to answer this question for you. He/she will be able to give you an honest appraisal of your likely success with RPL, and whether it’s the best option for you.

There are a number of websites available to help you find out more about RPL. The following websites are recommended for reliable information.

The Australian Qualifications Framework (AQF) RPL website is the 'official' source of information about RPL within Australia.
http://www.aqf.edu.au/

The skills recognition website provides further information on RPL.
http://www.skillsrecognition.gov.au/

Accreditation

The formal recognition of a course by the State or Territory course accrediting body.

Accredited course

A structured sequence of vocational education and training that has been accredited and leads to an Australian Qualifications Framework (AQF) qualification or Statement of Attainment.

Acronyms

A word formed from the first letters of a name, for example: AQF for Australian Qualifications Framework.

Activist

The term 'activist' describes a learning style where a person learns best when faced with new experiences and can just 'get on with it' rather than have to listen to all the information about it beforehand. They thrive on variety, problem-solving and challenges, and can become bored if they are not doing anything (eg passively listening in a lecture style workshop). Repetition is not favoured, as the activist likes to try new things. Activist learners enjoy working with others, or in a group - but be aware that they may not have a good head for detail nor cope well with explicit instructions that limit their creativity.

Analogy/Analogies

Using one situation (for example, a story of your experience) to demonstrate a resemblance or likeness between things, when in actuality the things are otherwise entirely different. An example you would be familiar with is the analogy of 'is the glass half empty or half full' to relate to a situation where a person is having trouble seeing things in perspective. Using analogies for learning enlightens the mind, because it enables it to discover things through a process of making connections.

Appeal process

Appeal process is a process whereby the person being assessed, or other interested party such as an employer, may dispute the outcome of an assessment and seek reassessment.

Assessment

The process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace, as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course.

Assessment context

Assessment context is the environment in which the assessment of competency will be carried out. This may be the environment where the work is performed 'in situ', a simulated environment which replicates the work environment, various contexts which address different aspects of the competency.
It also includes physical and operational factors, the assessment system within which assessment is carried out, the range of opportunities for gathering evidence in a number of situations, the purpose of the assessment, who carries out the assessment and the period of time during which the assessment takes place.

Assessment guidelines

Assessment guidelines means an endorsed component of a Training Package which underpins assessment and which sets out the industry approach to valid, reliable, flexible and fair assessment. Assessment guidelines include the assessment system overview, assessor requirements, designing assessment resources, conducting assessment and sources of information on assessment.

Assessment tool

A collection of documents (instruments) which provide the means for gathering evidence to prove a candidate's competency. The tool may contain such instruments as a knowledge test, witness testimony, or a checklist of required practical performance or demonstration.

Assimilation

The act or process of assimilating involves bringing or identifying a resemblance, likeness, or identity; from one object or environment into another. For example, new immigrants to a country may be assimilated to the new culture by spending time with a local family.

Assistive technology

Assistive technology is a term that describes software and/or hardware that assists users. It is applied mostly in reference to technology used by persons with a disability or impairment. An example would be the use of screen-reading software for users that are blind or vision impaired.

Australian Qualifications Framework (AQF)

The policy framework that defines all qualifications recognised nationally in post-compulsory education and training within Australia. The AQF comprises titles and guidelines, which define each qualification, together with principles and protocols covering articulation and issuance of qualifications, and Statements of Attainment.

Australian Quality Training Framework (AQTF)

The nationally agreed quality arrangements for the Vocational Education and Training (VET) system, as agreed to by the Ministerial Council.

Australian Training Products

Australian Training Products (ATP) is the national publisher and distributor of endorsed Training Packages and support materials. As a not-for-profit organisation, ATP delivers vocational education and training publications at the most cost-competitive price to encourage delivery, adoption and implementation of the National Training Framework and ensure Australian industry is appropriately skilled and internationally competitive.

Autonomous

To be independent in mind or judgement; and self-directed. Autonomous persons or groups do not require a high level of supervision or control when completing tasks or going about general business. Autonomous thinkers form their own opinions and conclusions without relying on others to influence this process, although they do utilise existing knowledge or concepts whilst doing this, eventually coming up with their own individual perspective.

B Section

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Candidate

Candidate is the person presenting for assessment.

Cluster

The process of grouping competencies into combinations which have meaning and purpose related to work functions and needs in an industry or enterprise.

Competency

The specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace and to industry standards. Also: The ability to perform tasks and duties to the standard expected in the workplace/industry.

Competency standard

An industry-determined specification of performance which sets out the skills, knowledge and attitudes required to operate effectively in employment. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Competency standards are an endorsed component of a Training Package.

Competency-based assessment

The gathering and judging of evidence in order to decide whether a person has achieved a required standard of competence.

Competency-based training

Training that develops the skills, knowledge and attitudes required to achieve competency standards.

Contextualise

To take an existing item such as a document, plan or idea and put it into another context. For example, customising your training delivery to suit a particular workplace or adapting an assessment plan to suit a particular candidate's needs.

Delivery plan

This is a GENERIC outline of how a qualification/course or competency stream from the learning program is to be delivered. One learning program may require the development of several delivery plans if the program covers more than one competency area, unit or qualification. A delivery plan is specific to the content area, but not to any particular client group. The session plan is the next level of documentation from the delivery plan.

Department (of) Education Science Training

The Department of Education, Science and Training (DEST) supports the Government's commitment to shaping a better future for all Australians through learning, science and innovation.
They:

• provide policy advice to Government
• administer Commonwealth programmes and financial assistance to support schooling, higher education, vocational education and training, and science and innovation
• promote the quality, integrity and export growth of Australia's education, training and science services, in partnership with State and Territory education authorities and
• are accountable for our performance to Government and the Minister and, through them, to Parliament and the Australian community.

Element

Each separate element within the unit of competency describes what a person should be able to do to achieve competency.

Emergency Management Plan (EMP)

An EMP is based on a practical assessment of hazards associated with the work activity or workplace and the possible consequences of an incident occurring as a result of those hazards. External hazards may also affect the safety of the workplace; e.g. a chemical storage across the road. They too should be considered when preparing the EMP. The EMP should be appropriate to the size and complexity of the work site and the number and type of occupants.

Emoticon

An emoticon (from the two words emotion and icon) is a text-based way of communication a feeling, expression or emotion. Common examples include :-) for a smile, and :-( for a frown.

Endorsed

For a Training Package to be endorsed, it must go through a formal process of recognition by the National Training Quality Council.

Endorsement

The formal process of recognition of Training Packages undertaken by the National Training Quality Council.

Ergonomics

Ergonomics is the study of the design and arrangement of equipment so that people will interact with the equipment in healthy, comfortable, and efficient manner. As related to computer equipment, ergonomics is concerned with such factors as the physical design of the keyboard, screens, and related hardware, and the manner in which people interact with these hardware devices.

Ergonomist

A professional that specialises in the study and application of ergonomics in relation to health and safety in the workplace.
Ergonomics is the study of the design and arrangement of equipment so that people will interact with the equipment in healthy, comfortable, and efficient manner. As related to computer equipment, ergonomics is concerned with such factors as the physical design of the keyboard, screens, and related hardware, and the manner in which people interact with these hardware devices.

Evidence

Evidence is information gathered to support a judgement of competence against the specifications of the relevant unit/s of competency.
Evidence can take many forms and be gathered from a number of sources. Assessors often categorise evidence in different ways for example:

• direct, indirect and supplementary sources of evidence, or a combination of these,
• evidence collected by the candidate or evidence collected by the assessor, and
• historical and recent evidence collected by the candidate and current evidence collected by the assessor.

Evidence gathering techniques

Evidence gathering techniques means the particular technique or method used to gather different types of evidence. This may include methods or techniques such as questioning, direct observation, structured activities, third party feedback, portfolios and review of products. Also see Assessment method/s.

Evidence guide

The evidence guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The evidence guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Evidence plan

Evidence plan forms part of the Assessment Plan and guides and instructs the collection of evidence relating to a particular competency standard/s, identifying the types of evidence that will need to be gathered to meet the performance criteria evidence requirements.

Fairness

Fairness is one of the Principles of Assessment. To be fair, assessment should ensure that: the candidate clearly understands what is expected of them and what form the assessment will take, the assessment procedure supports the identification of training needs, equity requirements for all groups of people being assessed will be considered and addressed through reasonable adjustments, criteria for judging performance that are made clear to the candidate, a participatory approach to assessment is used and agreed to by the assessor and the candidate, opportunities that allow the person/s being assessed to challenge assessments and with provision for reassessment are provided.

Flexible learning

Flexible learning describes the situation where a trainer and a client can negotiate a range of options regarding what, where, when and how learning occurs. These options are based on providing solutions that meet the needs of the client. Visit Dannie Lindy's Q&A section in the OLS Staff Room for more information on flexible learning.

G Section

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H Section

There are no definitions for the letter H

Inclusive/Inclusivity

Being inclusive means to provide an environment that does not exclude any person for any reason, particularly reasons related to age, gender, disability, cultural background, race etc.

Instrument

A device for recording, measuring or recording. Such devices usually function as part of a control system.

Integrated assessment

Integrated assessment means an approach to assessment that covers the clustering of multiple units/elements from relevant competency standards. This approach focuses on the assessment of a 'whole of job' role or function that draws on a number of units / elements of competence. This assessment approach also integrates the assessment of the application of knowledge, technical skills, problem solving and demonstration of attitudes and ethics.

Interconnectedness

To be connected, joined or linked together.

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Kinaesthetic learning

Kinaesthetic learners learn effectively through touch and movement and space, and learn skills by imitation and practice. They often have trouble sitting still for long periods of time, and learn best by doing.

Learning outcome

Describe specifically what the learner will be able to DO on completion of the training. An example would be "effectively use questioning techniques to successfully negotiate successful resolution to customer complaints".

Learning program

This document is developed from the information contained in a Training Needs Analysis, and is designed to translate the results of the TNA into a 'big picture' training and assessment plan that is specific to a client and proposed competency area/s. From the learning program, you can develop a delivery plan and a session plan.

Learning resources

There's a huge variety of learning resources - anything that you use to support the learning process could be defined as a learning resource. This includes items such as print-based learner guides/workbooks, slideshow presentations, instructional videos, overhead transparencies, online courses or materials... to name just a few. Learning resources should be designed and/or sourced to suit learners' needs and as appropriate to the training delivery.

Learning strategy

This term is used to describe the particular method or strategy that you will be using to facilitate the learning process. Examples include brainstorming, practical activity or slideshow presentation.

Learning style

Learning styles are the different ways that people perceive, process and learn information. Different people prefer to learn in different ways. To accommodate this as educators we try to present content in different ways to suit different types of learners and to offer different types of learning activities. See the Australian Flexible Learning Framework website for more information - you can also undertake a self-evaluation to identify your own learning style.

Mnemonic

Mnemonic comes from the Greek word mnemon which means mindful. Mnemonics today are systems of principles and formulas designed to assist or improve memory or retention of new information. We are all familiar with the phrase "thirty days hath September, April, June and November..." to remember the number of days in the months - that's a mnemonic.
Here are a couple more examples that could be used to help teach language or spelling; if you always have trouble remembering how to spell "geography", the mnemonic "George eats old grey rats and paints houses yellow" may be easier to remember, and notice that the first letter of each word spells "geography". Or if you forget which one out of "dessert" and "desert" is the word used for a sweet food, think of "strawberry shortcake" which has the letter "S" twice, as does 'dessert'.

Mutual recognition

The recognition and acceptance by a Registered Training Organisation (RTO), of Australian Qualifications Framework qualifications and Statements of Attainment issued by other RTOs, enabling individuals to receive national recognition of their achievements. Applies nationally. Note that some specific State/Territory conditions may apply. See also Skills recognition and Recognition of prior learning.

Metacognitive/Metacognition

Metacognition refers to higher order thinking which involves active control over the processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Metacognition plays a critical role in successful learning. Metacognition enables us to be successful learners, and has been associated with intelligence. Metacognition is often simply defined as thinking about thinking."

Mind map

A mind map consists of a central word or concept, around which you draw the 5 to 10 main ideas that relate to that word. You then take each of those words and again draw main ideas that relate to each of those words, creating a kind of visual map of your thinking. A mind map is like a visual representation of a thinking process. A mind map lets you rapidly produce an almost infinite number of ideas, and at the same time organise them by placing each idea next to what it is related to. In training contexts, mind maps can be helpful to explore complex topics, identify issues or explore ideas with learners.

National Centre (for) Vocational Education Research

The National Centre for Vocational Education Research (NCVER) is Australia's principal provider of vocational education and training (VET) research and statistics.

Needs analysis

A practical approach with the aim of gathering information to assist in identifying the needs of a project, for example, a program plan for training a target group within an organisation.

Netiquette

A term used to describe a set of guidelines, rules or 'code of conduct' for communication in an online environment.

O Section

There are no definitions for the letter O

Performance criteria

Describes what someone must do to demonstrate competency for that element and the required level of performance.

Personal space

Everyone has an area that is his or her own personal space - it's the "zone" immediately surrounding our body area. That feeling of someone being "in your face" is what happens when another person invades that personal space - every individual person will have a boundary where his or her personal space begins. Generally, the personal space zone is around a metre between yourself and another person.

Plagiarism

When a piece of writing that has been copied from someone else is presented as being your own work, or taking someone else's words or ideas as if they were your own.

Pragmatist

Practical issues and real life situations are the key for the pragmatist learner. They tend to be realistic, and like to focus on the task and the technique. They like to apply new skills and knowledge as soon as possible, but are not particularly interested in all the theory and background - pragmatists prefer to work on a 'need to know' basis. They want to get straight to the point and will probably reject any information they see as being irrelevant.

Qualification

In the Vocational Education and Training (VET) sector, qualification is a formal certification, issued by a Registered Training Organisation (RTO) under the Australian Qualifications Framework (AQF), that a person has achieved all the requirements for a qualification as specified in a nationally endorsed Training Package or in an AQF accredited course.

Quality evidence

Quality evidence means evidence that meets the rules of evidence. Quality evidence is a sub-section of the evidence guide in each unit of competency, which addresses advice and guidance on meeting the rules of evidence.

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.

Reasonable adjustment

Reasonable adjustment is the process of adjusting or changing the assessment process to meet the needs and characteristics of the candidate/s being assessed, and taking into account any equity requirements. The determination of 'reasonableness' requires judgement that must take into account the impact on the organisation and the need to maintain the integrity of the unit of competency.

Reasonably practicable

Reasonably practicable means that the requirements of the law vary with the degree of risk in a particular activity or environment which must be balanced against the time, trouble and cost of taking measures to control the risk. It allows the duty holder to choose the most efficient means for controlling a particular risk from the range of feasible possibilities preferably in accordance with the 'hierarchy of control' Source: NOHSC website.

Recognition of prior learning (RPL)

RPL is the formal acknowledgement of a person's competencies; regardless of how, when or where the learning occurred (eg formal or information training and education, work and/or life experience). It is an integral component of the vocational education and training system in Australia and is also referred to by a number of other terms, such as recognition of current competencies. See also Skills recognition and Mutual recognition.

Reflector

The reflector style of learner is often a person more introverted in nature; preferring to think, observe and review things in their own mind before acting. They need time to plan, and to consider their options - to think things through. They are generally thorough and methodical, and they can assimilate information easily. Not one to step up into the limelight or take too many risks, the reflector can be cautious about committing to things and unwilling to act if they feel personally unprepared - surprises are not their favourite thing.

Risk assessment

A term generally used in relation to OHS, this is the process of analysing the probability and consequences of injury or illness arising from exposure to identified hazards.

Risk Control Action Plan

A documented action plan developed through consultation with parties in the workplace or learning environment. It identifies the hazards, prioritises the risks and details the control measures to be taken. Actions to be taken are clearly explained, and timeframes allocated. You can find an example in the Tools section of the OLS Training Room.

Registered Training Organisation

Registered Training Organisation (RTO) means a training organisation registered in accordance with the Australian Quality Training Framework, within a defined scope of registration. Only a Registered Training Organisation can issue qualifications that are recognised by the Australian Qualifications Framework.

Self-efficacy

Self-efficacy relates to a person's ability to have optimistic beliefs, but in contrast to other features of optimism, perceived self-efficacy explicitly refers to your ability to deal with challenging encounters. It reflects the belief of being able to control challenging demands by taking adaptive action. It can be regarded as having a self-confident view of your capability to deal with challenges.
Self-efficacy levels can enhance or impede motivation. People with high self-efficacy often choose to perform more challenging tasks, setting themselves higher goals and sticking to them. Once an action has been taken, high self-efficacious persons invest more effort and persist longer than those who are low in self-efficacy. When setbacks occur, they recover more quickly and maintain the commitment to their goals.

Session plan

This is a DETAILED translation of the generic delivery plan into a client specific step-by-step outline of the actual training delivery, specific to a particular session (eg workshop or session). There could be many different session plans developed to support the delivery plan, for a range of clients and contexts. For example, you may be delivering a customer service unit, but one delivery mode is face-to-face and the other is online - therefore, two separate session plans would be required.

Simulation

Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:

• technical skills
• underpinning knowledge
• generic skills such as decision making and problem solving
• workplace practices such as effective communication.

Skills recognition

Recognition of competencies currently held, regardless of how, when or where the learning occurred. Assessed through evidence such as certification, references from past employers, recognition of prior learning, work and/or life experience. See also Recognition of prior learning (RPL) and Mutual recognition.

Stakeholder

Any person (eg a learner, a candidate, a workplace supervisor) and/or party (for example, an organisation) that has an interest in the training and/or assessment and its outcomes.

Statement of Attainment

A formal record recognising that a person has achieved some of the competencies towards a qualification within a training package or an accredited course.

Summative assessment

Assessment that is done at the conclusion of a session, course or larger training period (eg at the end of the program). The purpose is to determine success or to what extent the program/project/course met its goals, the primary goal being competency for the learners.

Theorist

Theorists are 'big picture' people who seek linkages between existing and new information, and establish relationships between ideas, events and situations. They like to ask questions - to challenge assumptions, to analyse and participate in complex situations. The theorist style of learner will need to know all the background information - all the 'whys' and 'hows' are important. Ask them to undertake a task or activity without explaining why they should and you might be met with some resistance. Theorists like certainty not ambiguity - they seek logic and objectivity.

Training Needs Analysis

A Training Needs Analysis (TNA) is a process that is used to determine what sort of training would suit the needs of a client and/or learning group. Issues to be taken into consideration include:

• the aims and objectives of the training
• learner profile/s and requirements
• delivery method
• budget
• overview of delivery strategy.

Training Package

An integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework qualifications for a specific industry, industry sector or enterprise.

Transitional phases

Stages at which something changes from one to the next. In training, this may be when a new topic is being introduced or a new concept is being explored, or when learners need to change their thinking or perspective.

Training Program Outline

A Training Program Outline (TPO) provides details of the training program to be undertaken by an apprentice/trainee, including the name of the qualification and choice of Registered Training Organisation (RTO).

Unit of competency

The specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace and to industry standards.

Valid, sufficient, current and authentic

The four golden rules of gathering evidence for assessment.
Valid - does the evidence relate to a unit of competence? Does the evidence reflect the four dimensions of competency? Does it address the key competencies?
Sufficient - is the full range of performance identified in the standards covered? Does the evidence show competence over a period of time and in a range of contexts?
Current - does the evidence show that the candidate can perform the competence while working? Is it benchmarked against industry standards?
Authentic - is this the candidate's own work?

Vocational Education and Training (VET)

The VET sector is responsible for developing the skills and knowledge of individuals for work. It includes vocational education and training undertaken in industries, enterprises, government agencies, and community and school settings. The vocational education and training sector encompasses both recognised training leading to a qualification/Statement of Attainment under the Australian Qualifications Framework (AQF), and non recognised training, such as in-house, product-based training.
Recognised training is delivered by organisations registered by state/territory training authorities (STAs), in accordance with the Australian Quality Training Framework (AQTF).

W Section

There are no definitions for the letter W

X Section

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Y Section

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Z Section

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