Glossary of Terms

Access and equity

means the policies and approaches that ensure vocational education and training is responsive to the diverse needs of all clients. Through the implementation of these policies and approaches, the benefits of participating in vocational education and training are available to everyone on an equitable basis, including: women where under-represented; people with disabilities; people from non-English speaking backgrounds; Indigenous Australians; and rural and remote learners.
From AQTF Standards for RTOs

Accreditation

means the process of formal recognition of a course by the State or Territory course accrediting body in line with theAQTF Standards for State and Territory Registering/Course Accrediting Bodies.
From AQTF Standards for RTOs

Accredited

means 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.
From AQTF Standards for RTOs

Action learning

involves a group-based learning model in which the participants contribute their knowledge and expertise to guide the learning experience. The members learn from each other, as well as through their experiences in participating in and directing the action learning process, guided by the trainer/facilitator. This process supports learning based on individual or group project work where the project forms the basis of the learning and the learning is then integrated into real work situations.
From TAA04 Training and Assessment Training Package

Adult learning principles

means a set of principles that addresses the way in which adults learn. These include; adults have a need to be self-directing, adults have a range of life experience, and connecting learning to experience is meaningful, adults have a need to know why they are learning something, training needs to be learner-centred to engage learners, the learning process needs to support increasing learner independence.
From TAA04 Training and Assessment Training Package

Appeals process

is a process whereby the candidate, or other interested party, such as an employer, may dispute the assessment decision and seek reassessment.
From TAA04 Training and Assessment Training Package

Application of the unit

is a part of a competency standard and provides an overview of the unit’s scope, purpose and content, setting out the parameters of the unit, its potential audience and relationship to other units.
From TAA04 Training and Assessment Training Package

Apprentice

means a person undertaking an apprenticeship.
From TAA04 Training and Assessment Training Package

Apprenticeship/Traineeship Training Contract

means a contract for an apprenticeship/traineeship made between an employer and an apprentice/trainee, which is registered with the appropriate State or Territory government department or agency as may be required by State/Territory legislation
From AQTF Standards for RTOs

Apprenticeships/traineeships

are regulated employment based approaches to the gaining of a relevant recognized Australian Qualifications Framework (AQF) qualification involving a combination of work and structured training that is regulated through a training contract, (also known as a training agreement), made between an employer and an apprentice/trainee, and their legal guardian if under 18 years of age.
From TAA04 Training and Assessment Training Package

Articulation

is the process of linking two or more qualifications into a sequential and integrated pathway so that individuals can progress from one qualification to the next in a continuum that provides an agreed and transparent quantum of credit for achievement of the prior qualification/s in relation to the destination qualification.
From Pathways to Partnerships, Report and draft Policy Guidelines May 2000

Aspects of competency

refers to the parts of a competency standard and includes the elements, performance criteria, range statement/range of variables, evidence guide requirements and dimensions of competency. Also referred to as parts of the competency standards and the components of competency.
From TAA04 Training and Assessment Training Package

Assessment of competency

means 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 by the relevant endorsed industry/enterprise competency standards of a Training Package or by the learning outcomes of an accredited course.
From AQTF Standards for RTOs

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.
From AQTF Standards for RTOs

Assessment judgement

involves the exercise of thinking skills by the assessor to evaluate whether the evidence provided meets the principles of assessment and rules of evidence and whether the candidate is competent/not yet competent based on the evaluated evidence
based on the Training Package Assessment Materials Project

Assessment materials

are any physical and documentary resources that assist in any part of the assessment process. They may include information for the candidate, the documented competency standards or other documented assessment benchmarks, other related documentation impacting on assessment, the assessment tools, assessment exercises/activities, equipment and tools and any other resources for the quality assurance arrangements of the assessment system.
based on the Training Package Assessment Materials Project

Assessment method(s)

are the particular technique/s 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 Evidence gathering techniques.
From the Training Package Assessment Materials Project

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.
From TAA04 Training and Assessment Training Package

Assessment only pathway

refers to achievement of competencies/qualifications recognised through a process of formal assessment by an assessor which involves evaluative judgement of collected evidence arising from any combination of formal or informal education and training and education, work experience and/or general life experience; recognition of competence held through a process of assessment that is not directly linked to a structured learning process to support achievement of the competencies.
See also Recognition processes.
From TAA04 Training and Assessment Training Package

Assessment plan

is the overall planning document for the assessment process and includes a range of information to guide assessors which may include purpose, context, personnel, competency standards/assessment benchmarks, assessment methods and tools, the evidence plan, organisational arrangements including physical and material resources and equipment and other relevant information.
From TAA04 Training and Assessment Training Package

Assessment process

is the series of key steps in the assessment cycle.
From TAA04 Training and Assessment Training Package

Assessment report

means the report written by the assessor after the assessment decision has been made and recorded. An assessment report may include: personal details of candidate, details of assessment events/activities, dates and times, venue/s etc, details of assessor’s summary of evidence, completed assessment tools, documented feedback to and from the candidate, justification of decision, summary of candidate’s action plan, other critical information including appeals and outcomes (if relevant), sign-off by assessor and candidate, electronic/paper reports to funding bodies.
From TAA04 Training and Assessment Training Package

Assessment strategy

is a documented framework to guide and structure assessment arrangements for a vocational education and training qualification. In a learning and assessment pathway it is addressed as part of the learning strategy. In an assessment only pathway it is a separate document.
From TAA04 Training and Assessment Training Package

Assessment system

is a controlled and ordered process designed to ensure that assessment decisions made in relation to many individuals, by many assessors, in many situations are consistent, fair, valid and reliable, and may include: grievances and appeals process, validation systems and processes, reporting/recording arrangements, acquisition of physical and human resources, administrative procedures, roles and responsibilities, partnership arrangements, quality assurance mechanisms, risk management strategies and documented assessment processes.
From TAA04 Training and Assessment Training Package

Assessment tool

contains both the instrument and the instructions for gathering and interpreting evidence:
1. instruments – the specific questions or activity developed from the selected assessment method/s to be used for the assessment. (A profile of acceptable performance and the decision making rules for the assessor may also be included)
2. procedures – the information/instructions given to the candidate and/or the assessor regarding conditions under which the assessment should be conducted and recorded.
See also Evidence gathering tool
From the Training Package Assessment Materials Project

Audit

means a systematic, independent and documented process for obtaining evidence to determine whether the activities and related outcomes of a training organisation comply with the AQTF Standards for Registered Training Organisations.
From AQTF Standards for RTOs

Audit is also defined as a technique for systemic evaluations of training and/or assessment systems and services.
From TAA04 Training and Assessment Training Package

Auspicing

Partnerships

Australian Qualifications Framework (AQF)

means 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. The AQTF comprises the following qualifications titles:
- Senior Secondary Certificate of Education
- Certificate I
- Certificate II
- Certificate III
- Certificate IV
- Diploma
- Advanced Diploma
- Bachelor Degree
- Graduate Certificate
- Graduate Diploma
- Vocational Graduate Certificate
- Vocational Graduate Diploma
- Masters Degree
- Doctoral Degree
- From Australian Qualifications Implementation Handbook, 2002

Australian Quality Training Framework (AQTF)

means the nationally agreed quality arrangements for the vocational education and training system agreed to by the Ministerial Council.
From AQTF Standards for RTOs

Authenticity

is one of the rules of evidence and relates to ensuring the evidence is from or of the candidate and not another person e.g., the assessor needs to be satisfied that the evidence gathered is the candidate’s own work.
From TAA04 Training and Assessment Training Package

Benchmarks for Assessment

refers to the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
From TAA04 Training and Assessment Training Package

Candidate

is the person presenting for assessment.
From the Training Package Assessment Materials Project

Client

refers to a person (learner/candidate) or an organisation, that uses or purchases training and/or assessment services.
Adapted from the Training Package Development Handbook, DEST

Clustering

is the process of grouping competencies into combinations which have meaning and purpose for learning, assessment or work related needs.
From TAA04 Training and Assessment Training Package

Coaching

is a technique used to facilitate and support individual learning through one-on-one guided learning activities and skills acquisition in either a formal or informal process.
See also Individual facilitation.

Code of practice for assessors

refers to the code of practice based on an international code of ethics and practice, developed by the National Council for Measurement in Education (NCME) which forms part of the TAA04 Training and Assessment Training Package, Assessment Guidelines.
From TAA04 Training and Assessment Training Package

Competency standard/s

define the requirements for effective workplace performance in a discrete area of work, work function, activity or process and are used as the basis for defining learning outcomes and the benchmarks for assessment within the Vocational Education and Training (VET) sector.
Competency standards are expressed in outcome terms and specify knowledge and skill and the application of that knowledge and skill to the standards of performance required in the workplace.
Competency standards have a standard format defined by DEST and are also referred to as units, units of competency, competencies, and competency specifications.
From TAA04 Training and Assessment Training Package

Components of competency

See Aspects of competency

Contingency management skills

is one of the four dimensions of competency and involves the requirement to respond to irregularities and breakdowns in routine.
From Updated Guidelines for Training Package Developers, ANTA 1998

Contextualisation

refers to the addition of industry or enterprise/organisation specific information to a unit of competency to tailor the standard to reflect the immediate operating context and thereby increase its relevance Contextualisation must be guided by the DEST Training Package Development Handbook and relevant Training Package contextualisation guidelines.
From TAA04 Training and Assessment Training Package

Credit transfer

refers to the agreed value of the achievement or partial achievement of one qualification when related to another qualification. This value translates to the learner as equivalent to an exemption from undertaking a component or components of the destination qualification based on the acceptance that these components have already been successfully completed through previous formal study. This exemption reduces the amount of time and learning required in achieving the second qualification.
Adapted from Pathways to Partnerships, Report and
draft Policy Guidelines May 2000

Currency in assessment

is one of the rules of evidence and relates to the age of collected evidence. Competency requires demonstration of current performance – therefore the evidence collected must be current/very recent.
From TAA04 Training and Assessment Training Package

Currency in practice

means keeping up-to-date with the technical area of work which is the focus/subject area of delivery/assessment and keeping up to date as a trainer/VET practitioner/VET professional with developments in training/assessment/VET practice.
From TAA04 Training and Assessment Training Package

Customisation

See Contextualisation

Delivery method/s

are the particular techniques used to guide, facilitate and support the learning process.
From TAA04 Training and Assessment Training Package

Delivery mode/s

refers to the medium used to deliver the training/facilitate the learning and may be face-to-face, via technologies, distance resource based, blended.

Delivery plan

provides a context-specific plan for implementing the learning program and includes session plans, formative assessment opportunities, location of training delivery, the number of learners, activities to be used, resources to be used, any additional requirements to meet special needs of learners and occupational health and safety (OHS) considerations.
From TAA04 Training and Assessment Training Package

Delivery strategy

forms part of the learning strategy and involves developing and documenting: the focus of delivery, the context of delivery, the mode of delivery and delivery methods.
From TAA04 Training and Assessment Training Package

Dimensions of competency

forms part of the broad concept of competency which includes all aspects of work performance as represented by: task skills, task management skills, contingency management skills and job/role environment skills.
Adapted from the Training Package Development Handbook, DEST

Direct observation

is an assessment method which involves opportunities to view real work/real time activities in the workplace or work activities in a simulated workplace environment.
From TAA04 Training and Assessment Training Package

Distance learning

involves a learner-managed learning process that is supported by the provision of learning resources and learning materials supplied by trainer/facilitator who guides the learner through completion of the materials to achieve the desired competency standards/learning outcomes
From TAA04 Training and Assessment Training Package

E-learning

involves learning processes which use available electronic media as the mode of delivery to provide flexible options that suit differing client needs. It covers any learning that is assisted by information and communications technology (ICT). This mainly includes computer-based online learning, but also covers interactive CD-ROM, video, handheld computers, mobile phones, teleconferencing and video conferencing.
From TAA04 Training and Assessment Training Package

E-learning delivery plan

provides a tool to manage and sequence e-learning and to guide implementation of the learning program through an e-based delivery mode
From TAA04 Training and Assessment Training Package

E-learning resources

is any learning resource that is assisted by information and communication technology. This includes but is not limited to web-based and computer-based learning resources, virtual recreations of vocational contexts, digital collaboration, Internet, Intranet, Extranet, interactive CD-ROM, hand-held computers and satellite broadcast.
From TAA04 Training and Assessment Training Package

Element/s of competency

are part of the format of competency standards. They are the basic building block of the unit of competency specifying the critical outcomes to be achieved in demonstrating competence.
From TAA04 Training and Assessment Training Package

Endorsed components of Training Packages

are the parts of a Training Package which are formally recognised by the National Quality Council (NQC) as meeting the identified training and assessment needs of an industry/industry sector or enterprise. These endorsed components are the competency standards, assessment guidelines and the qualifications framework.
Adapted from the Training Package Development Handbook, DEST

Endorsement

means the formal process of recognition of Training Packages undertaken by the National Quality Council (NQC).
From Training Package Developers Handbook, DEST

Evaluation

forms part of the quality management of the training/assessment organisation in relation to the services it provides.
Evaluation is a systematic and objective process measured against specified criteria using established evaluation methods. The focus of the evaluation may include aspects such as risk, quality/quality improvement, professionalism, efficiency, client satisfaction and compliance with legal requirements. It may take the form of an audit (compliance evaluation), self-assessment process, benchmarking or client focused evaluation.
From TAA04 Training and Assessment Training Package

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:
1. direct, indirect and supplementary sources of evidence, or a combination of these
2. evidence collected by the candidate or evidence collected by the assessor
3. historical and recent evidence collected by the candidate and current evidence collected by the assessor.
From TAA04 Training and Assessment Training Package
Adapted from the Training Package Assessment Materials Project

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.
Refer Assessment method/s.
From the Training Package Assessment Materials Project

Evidence gathering tool

See Assessment tool

Evidence guide

is a part of the format of a competency standard and provides advice to inform and support appropriate assessment of the unit including assessment of required/underpinning knowledge, skills, and Key Competencies necessary for competent performance. The evidence guide identifies critical/specific evidence requirements, assessment resource implications and other relevant information
From TAA04 Training and Assessment Training Package

Evidence plan

forms part of the documented Assessment Plan. The evidence guide documents the evidence requirements of the competency standard, information regarding who will collect the evidence and the time period involved.
From TAA04 Training and Assessment Training Package
Adapted from the Training Package Assessment Materials Project

Fairness

is one of the Principles of Assessment. Fairness in assessment requires: consideration of the individual candidate’s needs and characteristics and any reasonable adjustments that should be applied; clarity of communication between the assessor and the candidate to ensure the candidate is fully informed, participates in and consents to the assessment process; opportunities that allow the person/s being assessed to challenge assessments and with provision for reassessment are provided.
From TAA04 Training and Assessment Training Package, Assessment Guidelines

Flexible learning

means an approach to vocational education and training which allows for the adoption of a range of learning strategies in a variety of learning environments to cater for differences in learning styles, learning interests and needs, and variations in learning opportunities (including on-line).
From AQTF Standards for RTOs

Flexibility

is one of the Principles of assessment. To be flexible, assessment should: reflect the candidate’s needs, provide for recognition of competencies no matter how, where or when they have been acquired, draw on a range of methods appropriate to the context, competency and the candidate, and be accessible to support continuous competency development.
From TAA04 Training and Assessment Training Package, Assessment Guidelines

Hazard

referring to occupational health and safety; a source or situation with a potential for harm in terms of human injury or ill health.
From TAA04 Training and Assessment Training Package

Hierarchy of control

referring to occupational health and safety; means the preferred priority for risk control, emphasising hazard elimination. Where this is not possible, risk minimisation through the following means should be initiated: substitution with a lesser hazard, isolation of the hazard from personnel and clients at risk, engineering controls, administrative means (e.g. safe work practices, procedures and training), use of personal protective equipment.
From TAA04 Training and Assessment Training Package

Inclusivity

is a term used to define behaviours which actively acknowledge, respect and build on individual differences, and individual needs to create a positive and inclusive learning culture and environment.
From TAA04 Training and Assessment Training Package

Individual facilitation

involves the application of techniques that centre on the development of interpersonal relationships between the trainer/facilitator and the learner, focusing on the learning and goals, the learner’s learning style and the learning context. Key techniques in individual facilitation are coaching and mentoring.
From TAA04 Training and Assessment Training Package

Individualised learning plan

refers to the plan developed between the trainer/facilitator and the individual learner, in a learning/facilitation relationship, to meet the individual’s learning needs. This plan contains the learning goals to be achieved and the structure and logistics of the learning relationship.
From TAA04 Training and Assessment Training Package

Industry Skills Councils (ISCs)

are bodies responsible for industry advisory arrangements in Vocational Education and Training (VET) including the development and review of industry Training Packages.
ISCs were formally known as Industry Training Advisory Bodies (ITABs).
From TAA04 Training and Assessment Training Package

Instructional design

is the design and development of instructional materials and learning activities to meet learning needs.
From NCVER Glossary of Australian Vocational Education and Training Terms

Instructional design principles

refers to the set of principles relating to instructional methods, learner characteristics, learning environments and outcomes.
Instructional Design Competencies: The Standards

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.
See also Clustering
Training Package Assessment materials Project

Job/role environment skills

one of the dimensions of competency which involves demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.
Adapted from Updated Guidelines for Training Package Developers, ANTA 1998

Key competencies

refers to any of several generic skills or competencies considered essential for people to participate effectively in the workforce. Key competencies apply to work generally, rather than being specific to work in a particular occupation or industry.
The Finn report (1991) identified six key areas of competence which were subsequently developed by the Mayer committee (1992) into seven key competencies. These are:
1. collecting, analysing and organising information; communicating ideas and information;
2. planning and organising activities; working with others and in teams; using mathematical ideas and techniques and using technology.
From NCVER Glossary of Australian Vocational Education and Training Terms

Knowledge

includes conceptual and procedural forms of knowledge and the depositions (values, attitudes) that underpin them. Conceptual knowledge comprises facts, information, propositions, assertions and concepts that range in levels of increasing complexity. Procedural knowledge comprises techniques, skills and the ability to secure goals.
From Learning in the Workplace, Strategies for effective practice, Billett, 2001

Language, Literacy and Numeracy (LLN)

taken collectively, these are the skills to communicate in oral and written form. The term includes reading and use of written information; the ability to write appropriately, in a range of contexts and the integration of speaking, listening, and critical thinking with reading and writing. (LLN) includes numeracy, such as the recognition and use of numbers and basic mathematical signs and symbols within text.
From TAA04 Training and Assessment Training Package

Learner styles

refers to the different ways in which individuals receive, respond and process information in order acquire and develop knowledge, skills and competence.
Learner styles may be: auditory, visual, kinaesthetic, tactile, left/right brain, global/analytical, theoretical, activist, pragmatist, reflective.
From TAA04 Training and Assessment Training Package

Learner support needs

refers to the needs of learners which require specific and/or additional attention. Support needs may be determined by: physical, psychiatric; intellectual or sensory disabilities, learning difficulties; culture, gender, age, language and background.
From TAA04 Training and Assessment Training Package

Learner support strategies

means the strategies used to address learner support needs.
These may include: providing referrals to internal and/or external services such as language, literacy and numeracy support, disability support services, counselling support, incorporating techniques such as: modelling/demonstrating, chunking, providing opportunities to practise and drawing on range of resources from first language, including peer support.
From TAA04 Training and Assessment Training Package

Learning

is an active process which is influenced by external contributions but ultimately determined and regulated by individuals. The learning process occurs with the integration of intellectual development and experience.
Adapted from Learning in the Workplace, Strategies for effective practice, Billet, 2001

Learning activities

are the activities used to support learning. Learning activities convey content, create meaning, and support the development and transfer of skills/knowledge through practice and experience. Learning activities take many forms and may include group-based activities, role plays, written activities, case studies, simulations, audio or visual activities, practice or demonstration, individual assignments, individual group projects, workplace practice and research.
From TAA04 Training and Assessment Training Package

Learning and assessment pathway

means a pathway to achievement of competencies/qualifications that involves participation in a structured and sequenced learning process that provides relevant learning experiences and which combines formative assessment and summative assessment to determine competence.
From TAA04 Training and Assessment Training Package

Learning materials

refer to the tools used to support learning activities. Examples include: workplace practice, worksheets, workbooks, prepared case studies, prepared task sheets, prepared topic/unit/subject information sheets, prepared role plays, prepared presentations and overheads, prepared scenarios, projects, assignments, materials sourced from the workplace, e.g., workplace documentation, operating procedures, specifications and prepared research tasks.
From TAA04 Training and Assessment Training Package

Learning outcomes/objectives

are evaluative statements which specify what is to be learned and assessed. In a competency based training system, learning outcomes are derived from competency standards.
From TAA04 Training and Assessment Training Package

Learning program

is a document that provides definition and structure to the learning process, providing the learner with a cohesive and integrated range of learning experiencesand the trainer/facilitator with guidance and direction in facilitating these learning experiences. A learning program sets out learning outcomes/objectives, outlines the contentto be addressed in learning experiences, the sequence of that content and the delivery methods and assessment methods (where relevant). A learning program can address a discrete area of learning/training need or may form a subset of a learning strategy, adding detail and definition to the content areas outlined in the learning strategy.
From TAA04 Training and Assessment Training Package

Learning principles

are conceptual tenets drawn from learning theory, research and practice that guide teaching and learning practices.
See also Adult learning principles.
From TAA04 Training and Assessment Training Package

Learning resources

are products designed to enhance and support the effectiveness of the learning process, providing an integrated approach that commonly combines guidance, materials, activities, and relevant information to support delivery/facilitation, learning and/or assessment
From TAA04 Training and Assessment Training Package

Learning strategy

is a documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification.
From TAA04 Training and Assessment Training Package

Learning theories

are the diverse range of propositions or systems of ideas, based on educational psychology, which provides explanations of how learning occurs.
While there are many different approaches to learning theories, some examples include:
1. behaviourist, social learning, discovery learning, cognitive, constructivist, situational,
2. humanistic, action science, applied.
From TAA04 Training and Assessment Training Package

Mentoring

is a technique used to facilitate and support individual learning through one-on-one guided learning activities and skills acquisition in a formal, agreed and documented process between the mentor and mentee.
See also Individual facilitation

Moderation

is a process used in validation which involves assessors in discussing and reaching agreement abut assessment processes and outcomes in a particular industry or industry sector. This enables assessors to develop a shared understanding of the requirements of specific Training Packages, including the relevant competency standards and assessment guidelines, the nature of evidence, how evidence is collected and the basis on which assessment decisions are made.
Adapted from the Training Package Assessment Materials Project

Mutual recognition

applies nationally and means:
1. the acceptance and application of the decisions of a registering body that has registered a training organisation, or a course accrediting body that has accredited a course, by another registering body or course accrediting body, without there being any further requirement for a process beyond the initial process, including:
  - the recognition and application by the registering body of each State or Territory of the
  - decisions of the registering body of other States and Territories in relation to the registration of, imposition of sanctions on, including the cancellation of registration of training organisations; and the recognition and application by the course accrediting body of each State or Territory of the decisions of the course accrediting body of other States and Territories in relation to the accreditation of courses where no relevant Training Package exists.
2. The recognition by State and Territory registering bodies of the decisions of the NQC in endorsing Training Packages; and
3. The recognition and acceptance by a Registered Training Organisation of Australian Qualifications Framework qualifications and Statements of Attainment issued by other Registered Training Organisations, enabling individuals to receive national recognition of their achievements.

National Reporting System (NRS)

means a national framework for reporting outcomes of adult English language, literacy and numeracy programs.
From NCVER Glossary of Australian Vocational Education and Training Terms

National Training Framework (NTF)

means the system of vocational education and training that:
1. applies nationally
2. is endorsed by the Ministerial Council, and
3. is made up of the Australian Quality Training Framework and nationally endorsed Training Packages.
From AQTF Standards for RTOs

National Training Information Service (NTIS)

means the National Register for recording information about Registered Training Organisations, Training Packages and accredited courses. Information held on the NTIS is searchable and publicly accessible via the Internet. The NTIS contains comprehensive information on endorsed Training Packages which have been approved by Ministers and includes:
- full details of competency standards
- a listing of NQC noted support materials with contact source
- details of AQF accredited courses/qualifications and
- contact details and scope of registration of all Registered Training Organisations.
From AQTF Standards for RTOs

National Quality Council (NQC)

means the body established by the Ministerial Council. In relation to quality assurance arrangements in the vocational education and training system, the NQC has a role in:
1. providing advice on the operation of, and any necessary change to, the Australian Quality Training Framework (AQTF);
2. providing information and advice to State and Territory training/recognition authorities on the implementation of the AQTF; and
3. Ministerial Council, (including the Annual National Report), information and advice on the operation of the AQTF in each State and Territory, including independent advice on State/Territory registration, audit and related processes and related Commonwealth processes as deemed necessary by the NQC.
From AQTF Standards for RTOs

Non-accredited training

See Non-recognised training

Non-recognised training

means training, products and services operating outside the National Training Framework (NTF).
From TAA04 Training and Assessment Training Package

Occupational health and safety (OHS)

refers to those activities concerned with the prevention and mitigation of work-related illness or injury including illness or injury that may be of long onset.
National Occupational Health and Safety Commission

Organisational training profile

is a document which sets out the areas of current and future training/development and training priorities linked to industry/organisational training needs analysis and reflective of:
- workforce composition (occupational groups, formal education and training backgrounds, employment status, age, language and cultural backgrounds, gender)
- industry trends
- organisational strategies, business plans and other relevant documents.
From TAA04 Training and Assessment Training Package

Outsourcing of training/assessment services

may include partnering or contracting to another training/assessment organisation to provide training/assessment services.
From TAA04 Training and Assessment Training Package

Packaging

is the process of grouping units of competency into combinations that are meaningful in the workplace and which receive recognition as an AQF qualification.
From Training Package Developers Handbook, DEST

Partnerships

are collaborative arrangements between a Registered Training Organisation (RTO) and other organisations including other RTOs which enable the partners to share for mutual benefit their resources, effort, time, costs, responsibility and expertise in the provision of training and/or assessment services. These arrangements are regulated by the AQTF Standards for Registered Training Organisations which requires a written agreement between the RTO and each organisation that provides training and/or assessment services on behalf of the RTO.
See also Outsourcing
Adapted from the Training Package Assessment Materials Project

Performance criteria

are part of the format of a competency standard and specify the level of performance required to demonstrate achievement of the Element. In the TAA04 Training and Assessment Training Package, terms used in the performance criteria that may have a range of indicative meanings or applications are italicised and elaborated in the Range Statement.
From TAA04 Training and Assessment Training Package
Adapted from the Training Package Development Handbook, DEST

Professional development

is the process of extending and maintaining knowledge, skill and expertise in a particular profession or occupation through ongoing learning. Professional development needs are determined from the perspective of the individual and his/her lifelong learning and career needs, whether or not this is immediately relevant to organisational objectives. Professional development promotes and maintains currency.
From TAA04 Training and Assessment Training Package

Qualification

is defined as formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry or community needs. In the vocational education and training sector qualifications are awarded for the achievement of competencies.
From Australian Qualifications Framework, Implementation Handbook, 2002

Quality

means the ability of a set of inherent characteristics of a product, system or process to fulfil requirements of customers and other interested parties.
From AS/NZS ISO 9000: 2000

Quality evidence

means evidence that meets the rules of evidence. Quality evidence is a sub-section of the Evidence Guide in each TAA04 Training and Assessment unit of competency, which addresses advice and guidance on meeting the rules of evidence in the TAA context.
From TAA04 Training and Assessment Training Package

Range Statement/Range of variables

is a part of the format of a competency standard and 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.
From Style Manual for Training Package
Endorsed Components, ANTA 2003

Reasonable adjustment

is the process of adjusting or changing the assessment process to meet the needs and characteristics of the candidates being assessed and 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.
From TAA04 Training and Assessment Training Package

Reassessment

is an assessment activity initiated as a result of an appeal against the outcome of a previous assessment.
From TAA04 Training and Assessment Training Package

Recognised training

means training conducted in accordance with the requirements of the Australian Quality Training Framework (AQTF).
From TAA04 Training and Assessment Training Package

Recognition processes

is a term that covers Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and Skills Recognition. The term refers to assessment processes that enable recognition of competencies currently held, regardless of how, when or where the learning occurred. Under the Australian Quality Training Framework, competencies may be attained a number of ways. This includes through any combination of formal or informal training and education, work experience or general life experience. In order to grant recognition of prior learning/current competency the assessor must be confident that the candidate is currently competent against the endorsed industry or enterprise competency standards of Training Packages or competency outcomes specified in Australian Qualifications Framework (AQF) accredited courses. The evidence may take a variety of forms and could include certification, references from past employers, testimonials from clients and work samples. The assessor must ensure that the evidence is authentic, valid, reliable, current and sufficient.
See also Assessment only pathway
Adapted from the Training Package Assessment Materials Project

Recognition of Current Competencies (RCC)

See Recognition process

Recognition of Prior Learning (RPL)

See Recognition process

Records of assessment

refers to the recorded information relating to the assessment process and the assessment outcomes of candidates that is stored and retained by the organisation responsible for issuing the nationally recognised Statements of Attainment or qualifications.
From TAA04 Training and Assessment Training Package

Registration

means the process of formal approval and recognition of a training organisation, by a State or Territory registering body, in accordance with the AQTF Standards for RTOs and the Standards for Registering/Course Accreting Bodies. Under Mutual Recognition registration has national effect and training organisations need register only with one registering body.
This will be the registering body in the State or Territory in which the training organisation has its head office or where it provides most of its training and/or assessment.
From AQTF Standards for RTOs and
DEST Training Package Development Handbook

Registered Training Organisation (RTO)

means a training organisation registered in accordance with the Australian Quality Training Framework, within a defined scope of registration.
See also Training/assessment organisations
From AQTF Standards for RTOs

Reliability

is one of the Principles of Assessment and refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliability requires a standard benchmark of assessor competence and relevant vocational competence or access to subject matter expertise, and can only be achieved when assessors share a common interpretation of the unit/s being assessed.
From TAA04 Training and Assessment Training Package, Assessment Guidelines

Reporting assessment outcomes

means the different ways in which the outcomes of the assessment process are reported to the candidate, employer and other appropriate personnel or stakeholders. Assessment outcomes may be reported in a variety of ways including graded, non-graded, statistical or descriptive reporting decision when systems.
See also Assessment report
From TAA04 Training and Assessment Training Package

Risk management

means the systematic application of management policies, procedures and practices to the tasks of identifying, analysing, evaluating, treating and monitoring risk.
From AQTF Standards for RTOs

Rules of evidence

are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current.
From TAA04 Training and Assessment Training Package

Scope of registration

means training organisations are registered for a defined scope that identifies the particular services and products that can be provided. An RTO may be registered to provide either:
- training delivery and assessment services and products and issue AQF qualifications and Statements of Attainment; or
- assessment services and products and issue AQF qualifications and Statements of Attainment.
- The scope of registration is further defined by AQF qualifications and/or endorsed units of competency.
From AQTF Standards for RTOs

Simulation

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:
1. technical skills
2. underpinning knowledge
3. generic skills such as decision making and problem solving
4. workplace practices such as effective communication.
From Training Package Assessment Materials Project

Skills

an ability to perform a particular mental or physical activity which may be developed by training or practice
may be intellectual, manual, motor, perceptual, social
specified skills are identified as part of each competency standard
competence usually requires a combination of skills in the application of cognitive and psycho-motor functions
From TAA04 Training and Assessment Training Package (adapted from NCVER Glossary of Australian Vocational Education and Training Terms,National Competency Standards, Policy and Guidelines, NTB)

Staff development

is the process of developing new, maintaining existing, and/or extending knowledge, skill and expertise in individual staff members to meet an organisation’s human capital skill development and competency needs.
From TAA04 Training and Assessment Training Package

State or Territory registering body

means the body responsible, under the State or Territory vocational education and training legislation and decision making framework, for all decisions relating to the administration of the registration of training organisations, including the imposition of sanctions.
From AQTF Standards for RTOs
From TAA04 Training and Assessment Training Package

State or Territory registering body

means the body responsible, under the State or Territory vocational education and training legislation and decision making framework, for all decisions relating to the administration of the registration of training organisations, including the imposition of sanctions.
From AQTF Standards for RTOs

Statement of Attainment

means a record of recognised learning which, although falling short of an Australian Qualifications Framework (AQF) qualification, may contribute towards a qualification outcome, either as partial completion of a course leading to a qualification, attainment of competencies within a Training Package, or completion of a nationally accredited short course which may accumulate towards a qualification through RPL (Recognition) processes.
From AQF Implementation Handbook third edition 2002

Strategic industry audit

means the compliance audit of Registered Training Organisations operating in a specific industry or industry sector targeted on the basis of identified risks relating to that industry or sector.
From AQTF Standards for RTOs

Sufficiency

is one of the rules of evidence and relates to the amount of evidence collected. The collection of sufficient evidence is necessary to ensure all aspects of the competency have been captured and to satisfy the need for repeatable performance. Supplementary sources of evidence may be necessary.
See also Rules of evidence
From TAA04 Training and Assessment Training Package, Assessment Guidelines

Support materials

See Training Package support materials

Task

is a discrete meaningful component of work.
From National Competency Standards, Policy and Guidelines, NTB

Task management skills

are one of the four dimensions of competency. Task management skills involve demonstrating the ability to manage a number of different tasks/operations/activities within the job role or work environment.
From Updated Guidelines for Training Package Developers, ANTA 1998

Task skills

are one of the four dimensions of competency. Task skills encompass the ability to perform individual tasks.
From Updated Guidelines for Training Package Developers, ANTA 1998

Trainee

refers to a person undertaking a traineeship.
From TAA04 Training and Assessment Training Package

Traineeships

are regulated employment based approaches to the gaining of a relevant recognized Australian Qualifications Framework (AQF) qualification involving a combination of work and structured training that is regulated through a training contract (also known as a training agreement) between an employer and an apprentice/trainee, and their legal guardian if under 18 years of age.
See also Apprenticeships
From TAA04 Training and Assessment Training Package

Training/assessment organisation

throughout TAA04 Training and Assessment Training Package units, except the apprenticeship/traineeship unitTAACMQ502A Coordinate training and/or assessment requirements for apprenticeships/traineeships, this term is used to encompass all organisations/enterprises that carry out training and/or assessment services, and includes:
1. a Registered Training Organisation (RTO), i.e., an enterprise or organisation registered to deliver recognised vocational education and training services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools,
2. an enterprise/organisation working in a partnership arrangement with a RTO to deliver recognised vocational education and training
3. an enterprise/organisation that delivers non-recognised vocational education and training
From TAA04 Training and Assessment Training Package

Training Package/s

represent the national industry benchmarks for nationally recognised vocational outcomes in the vocational education and training system. They are an integrated set of nationally endorsed competency standards, Assessment Guidelines and Australian Qualifications Framework qualifications for a specific industry, industry sector or enterprise.
Training Packages consist of:
1. endorsed components of: competency standards, assessment guidelines and qualifications, and
2. optional non-endorsed components of: support materials such as learning strategies, assessment resources and professional development materials.
From AQTF Standards for RTOs

Training Package support materials

are the non-endorsed components of Training Packages which may include learning resources, assessment resources and professional development resources, that are based on competency standards, assessment guidelines and qualifications framework of a particular Training Package.
From the Training Package Development Handbook, DEST

Training agreement/contract

means a written agreement between an employer and the apprentice/trainee (or other legal guardian if under 18 years of age), which sets out the regulated requirements of an apprenticeship/traineeship employment contract.
From TAA04 Training and Assessment Training Package

Training Plan

forms part of a Training contract and sets out the training requirements including the competency standards to be achieved and the delivery/assessment arrangements to be provided.
From TAA04 Training and Assessment Training Package

Training program

See Learning program

Unit(s) of competency

See Competency standards

User Choice

means a provision of New Apprenticeships whereby an employer and an apprentice or trainee can choose the training provider for the government-funded off-the-job elements of the training program. The organisation chosen can be a TAFE college or any other registered training organisation (including a school) that has been registered to deliver the required training.
http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/glo/utoz.htm

Validation

has two meanings:
1. is a process involving assessors working in collaboration to review, compare and evaluate their assessment process and their assessment outcomes against the same competency standard. This includes validating assessment methods/tools and collected evidence, and the interpretation of that evidence to make a judgement of competence, in relation to the same unit/s of competency.
2. From the Training Package Assessment Materials Project
1. this term is also used in competency standards development to describe the consultation processes used to validate draft products to ensure they meet industry/enterprise needs.
2. From TAA04 Training and Assessment Training Package

Validity

is one of the Principles of Assessment; assessment is valid when the process assesses what it claims to assess. Validity requires that:
- assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance
- assessment of knowledge and skills must be integrated with their practical application
- judgement of competence must be based on sufficient evidence. Evidence should be gathered on a number of occasions and in a range of contexts, using different assessment methods. The specific evidence requirements of the units provide advice relating to sufficiency.
From TAA04 Training and Assessment Training Package, Assessment Guidelines

Vocational Education and Training (VET)

refers to the sector 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 recognized 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).
From TAA04 Training and Assessment Training Package

Access and equity

Accreditation

Accredited

Action learning

Adult learning principles

Appeals process

Application of the unit

Apprentice

Apprenticeship/Traineeship Training Contract

Apprenticeships/traineeships

Articulation

Aspects of competency

Assessment of competency

Assessment Guidelines

Assessment judgement

Assessment materials

Assessment method(s)

Assessment context

Assessment only pathway

Assessment plan

Assessment process

Assessment report

Assessment strategy

Assessment system

Assessment tool

Audit

Auspicing

Australian Qualifications Framework (AQF)

Australian Quality Training Framework (AQTF)

Authenticity

Benchmarks for Assessment

Candidate

Client

Clustering

Coaching

Code of practice for assessors

Collaborative assessment arrangements

Competency

Competency specification/s

Competency standard/s

Components of competency

Contingency management skills

Contextualisation

Credit transfer

Currency in assessment

Currency in practice

Customisation

Delivery method/s

Delivery mode/s

Delivery plan

Delivery strategy

Dimensions of competency

Direct observation

Distance learning

E-learning

E-learning delivery plan

E-learning resources

Element/s of competency

Endorsed components of Training Packages

Endorsement

Evaluation

Evidence

Evidence gathering techniques

Evidence gathering tool

Evidence guide

Evidence plan

Fairness

Flexible learning

Flexibility

Hazard

Hierarchy of control

Inclusivity

Individual facilitation

Individualised learning plan

Industry Skills Councils (ISCs)

Instructional design

Instructional design principles

Integrated assessment

Job/role environment skills

Key competencies