TAE v3.2 Companion Volume and Implementation Guide

Companion
Volume – Implementation Guide
TAE Training and Education

Training Package
Companion Volume
Implementation Guide (Version 3.2)
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Disclaimer For further information about this Companion Volume or any other
work being undertaken by PwC’s Skills for Australia, please visit
This work has been produced with the assistance of funding provided www.skillsforaustralia.com
by the Commonwealth Government through the Department of
Education, Skills and Employment. The views expressed in this work
do not necessarily represent the views of the Department of
Education, Skills and Employment. In addition, the Department of
Education, Skills and Employment does not give warranty or accept
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3
Contents
Contents 3
Overview information 4
About the guide 6
About training packages 7
Overview of TAE Training and Education Training Package 11
Implementation information 13
Qualifications 22
Skill sets 26
Units of competency 28
Contacts and links 31
Appendix 1 – List of qualifications, skill sets and units of competency 33
Appendix 2 – Mapping Information 36
PwC’s Skills for Australia 4

Overview information
Version control and modification history
Version number Release date Comments
Version 3.2 February 2021 The following TAE component has been deleted as
directed by the AISC. The training product below was
identified as having zero enrolments over the last three
years.
Units of competency
One unit of competency was deleted from the TAE
Training and Education Training Package Version 3.1:
● TAELED802 Investigate the application of ICT
content knowledge
Qualifications
Minor updates were made to one qualification from the
Training and Education Training Package Version 3.1
the unit of competency listed above:
● TAE80316 Graduate Certificate in Digital
Education
Version 3.1 October 2020 Minor release of the TAE Training Package.
This release includes one new skill set:
● TAESS00018 Deliver E-Learning Skill Set
Minor update to one unit of competency to correct
typographical errors:
● TAEASS503 Lead assessment validation
processes.
Version 3.0 September 2019 Two new cross sector units of competency:
● TAEXDB401 Plan and implement
individual support plans for learners with
disability
● TAEXDB501 Develop and implement
accessible training and assessment strategies
for learners with disability.
Minor updates to three qualifications to include the

new cross sector units of competency in the elective
list; to correct typographical errors; and to meet the
Standards for Training Packages:
● TAE40116 Certificate IV in Training and
Assessment
● TAE50116 Diploma of Vocational Education
and Training
● TAE50216 Diploma of Training Design and
Development.
Version 2.1 March 2017 Minor release of the TAE Training Package.
This release includes:
● minor updates to the Assessment Conditions
of 13 units of competency
● minor updates to correct typographical
errors in two units of competency.

Version 2.0 March 2016 Qualifications, units and skill sets from TAE10
Training and Education Training Package w ere
restructured to meet Standards for Training
Packages.
Deleted qualifications:
● TAE50310 Diploma of International
Education Services
● TAE70311 Vocational Graduate Certificate
in International Education Services.
New skill set:

● TAESS0010 Advanced Assessor Skill Set.
Version 1.0 August 2013 Primary release of restructured training package.

About the guide
Who is this guide for?
The Implementation Guide is designed to assist assessors, trainers, Registered Training Organisations (RTOs)
and enterprises to deliver nationally endorsed industry training packages.
Nationally endorsed training packages are developed to meet the Standards for Training Packages (and
accompanying policies) which were ratified by Commonwealth and State/Territory ministers in 2012.
As well as information relevant to all training packages, it provides specific information and advice about the
history, structure, key features and application of the TAE Training and Education Training Package.
Qualifications and skill sets from the TAE Training and Education Training Package impact the quality of
delivery and assessment throughout the vocational, education and training (VET) system. It is vital for the
system that these products are effectively delivered by practitioners with vocational competency in training and
assessment.
What is in the Implementation Guide?

This TAE Training and Education Training Package Implementation Guide provides:
● information relevant to all training packages
● lists of qualifications, skill sets and units of competency
● mapping information for qualifications, skill sets and units of competency
● specific information and advice about the history, structure, key features and application of the
TAE Training and Education Training Package.

About training
packages
What is a training package?
A training package is a set of nationally endorsed qualifications, units of competency and assessment
requirements developed for a specific industry, sector or workplace. A training package:
● specifies the skills and knowledge required to perform effectively in the workplace
● provides consistent components for training, assessing or recognising skills
● enables nationally recognised qualifications to be awarded through direct assessment of
workplace competencies
● promotes flexible modes of training to suit individual and industry requirements
● encourages learning and assessment in a work-related environment that leads to verifiable
workplace outcomes.
While a training package does specify workplace skills and knowledge requirements, it does not suggest
how a learner should be trained. Users of training packages, such as trainers or assessors, must develop
learning and assessment strategies that support the needs of their particular learners.
Components of training packages

Training packages consist of the following endorsed components:
● Qualifications which consist of units of competency combined into meaningful groups to
meet workplace roles, and aligned to vocational qualification levels identified in the Australian
Qualifications Framework (AQF)
● Units of competency which specify the standards of performance required in the workplace
● Assessment requirements which specify the performance evidence, knowledge evidence
and conditions for assessment for each unit of competency
● Credit arrangements which specify details of existing credit arrangements between vocational
and higher education qualifications in accordance with the AQF. Currently no credit arrangements
exist between any training package qualifications and higher education qualifications.
Training packages may also include non-endorsed components, such as:

● Skill sets which are groups of endorsed units of competency that address a defined industry
need or licensing or regulatory requirement
● Companion volumes (including this Implementation Guide) which provide support for
delivery and assessment
● User guides which provide information about specific components.
Training package development and endorsement process

All training packages must be designed and developed to comply with the Australian Government’s
Standards for Training Packages and accompanying policies, which were approved by Commonwealth and
State/Territory ministers in 2012. More information about training package standards and policies is
available on the Department of Education, Skills and Employment website:
https://docs.employment.gov.au/documents/training-package-development-and-endorsement-process-pol
icy-0.
Training packages are developed to meet the training needs of specific industries and sectors. They differ
from other education and training courses in that they must be created with industry involvement and
extensive national consultation. They are regularly reviewed through a continuous improvement cycle and
updated to ensure they remain current and relevant. The following diagram demonstrates PwC’s Skills for
Australia development or review process.

SKILLS
FORECAST AND CASE FOR
PROPOSED NATIONAL CHANGE IS
SCHEDULE OF REVIEW DEVELOPED BY
WORK IS SCHEDULE IS SSO AS
DEVELOPED BY AGREED BY AISC REQUIRED
IRC / SSO
AISC APPROVAL
FOR
CISC ENDORSED
IMPLEMENT-
ATION

Training package development process
Who can deliver and assess a qualification?

For the purpose of national recognition, delivery and assessment must be conducted by an RTO with the
qualifications or specific units of competency on its scope of registration.
All RTOs must comply with the requirements set out in applicable standards. The current registering bodies
and standards, and which type of RTO they apply to, are shown in the table. Users of this Implementation
Guide are advised to check the applicable standards for their particular circumstances.

Summary of Frameworks and Standards for RTOs
Australian Skills Standards for Registered RTOs that deliver training in the Australian
Quality Authority Training Organisations (RTOs) Capital Territory, New South Wales, the
(ASQA) Amendment 2017 Northern Territory, South Australia,
Queensland, or Tasmania.
RTOs in Victoria and Western Australia that
offer training to overseas students and/or
students (including online courses) in the
Australian Capital Territory, New South Wales,
the Northern Territory, South Australia,
Queensland, or Tasmania
Training Standards for Registered RTOs that deliver vocational education and
Accreditation Training Organisations (RTOs) training solely in Western Australia and do not
Council (WA 2015 intend to apply to be registered on the
TAC) Commonwealth Register of Institutions and
Courses for Overseas Learners (CRICOS)
Victorian AQTF Essential Conditions and RTOs that deliver vocational education and
Registration and Standards for Initial Registration training solely in Victoria and do not intend to
Qualifications apply to be registered on the Commonwealth
AQTF Essential Conditions and
Authority Standards for Continuing Register of Institutions and Courses for
(VRQA) Registration Overseas Learners (CRICOS)
More information about national standards and standards for non-referring states can be found at the
relevant government websites:
● Australian Government, Department of Education, Skills and Employment
<https://www.dese.gov.au>
● Training Accreditation Council (Western Australia)
<http://www.tac.wa.gov.au>
● Victorian Registration and Qualifications Authority (VRQA)
<http://www.vrqa.vic.gov.au/>
RTOs must make sure that training and assessment complies with the relevant standards. This includes
ensuring that training delivery and assessment is conducted by those who:
● have the necessary training and assessment competencies
● have the relevant vocational competencies at least to the level being delivered or assessed
● can demonstrate current industry skills directly relevant to the training/assessment being delivered
● nowledge and skills, industry currency and
continue to develop their VET k
trainer/assessor competence.
RTOs should refer to their relevant regulatory standards - Standards for RTOs 2015 Amendment 20171 and

Victorian VET standards and guidelines2 – for training and assessment requirements for those delivering any
TAE training products.
Check for specific assessor requirements in the Assessment conditions section of the
assessment requirements for the unit of competency.
1 See https://www.legislation.gov.au/Details/F2017C00663
2 See https://www.vrqa.vic.gov.au/VET/Pages/standards-and-guidelines-for-training-organisations.aspx

Overview of TAE
Training and
Education Training
Package
About the Training and Education industry
Qualifications in the TAE Training and Education Training Package (Release 3.2) are designed primarily to
meet the needs of people delivering and assessing recognised training in Australia’s VET sector.
In addition, skill sets can and are used to deliver both accredited and non-accredited training, often in
an enterprise environment.
Sectors in the TAE Training and Education Training

Package
Qualifications and skill sets in the TAE Training and Education Training Package develop the skills and
knowledge required by individuals working in the vocational education and training (VET) sector of the
education industry. The TAE Training and Education Training Package i ncludes general, entry-level
qualifications, targeted skill sets and highly specialised qualifications in a number of fields within the VET
sector. Broadly speaking, the fields represented by the TAE Training and Education Training Package
include:
● enterprise training
● VET delivery and assessment
● sustainable practice
● training design and development
● language, literacy and numeracy provision
● digital education.
Qualifications, skill sets and units of competency

The updated TAE Training and Education Training Package contains:
● 6 AQF aligned qualifications

● 10 skill sets
● 56 native units of competency
● 10 imported units of competency.
Please refer to Appendix 1 for the full list of qualifications, skills sets and units of competency.
Mapping to previous version of the training package

Mapping information can be useful for delivery and assessment as it:

● explains the main changes between the previous and current versions of qualifications, skill
sets and units of competency
● shows whether the outcomes of the previous and current versions are equivalent or not equivalent
● shows new components as well as any components removed from the training package.
Please refer to Appendix 2 for mapping information for qualifications, skill sets and units of competency for
the TAE Training and Education Training Package.
It is highly recommended to use the Compare Content Tool available on the t raining.gov.au
(TGA) website for more information about specific changes. Visit
https://www.youtube.com/watch?v=EjhNe3Bu0H4 t o watch a video on how to use this tool.

Implementation information
Regulation and licensing implications for
implementation
Regulation or licensing issues are identified in the Application s ection of units of competency and the
Qualification description s ection of qualifications. If there are no requirements, the following statement will
appear: No licensing, legislative or certification requirements apply to this unit/qualification at the time of
publication.
Requirements for assessors

Assessor requirements are identified in the Assessment conditions section of units of competency.
All assessors must meet the requirements set by the applicable registering body (refer to the section ‘Who can
deliver and assess a qualification?’ in this Guide).
There are specific training and assessment requirements for people delivering any TAE training products, as
set out in the regulatory standards – Standards for RTOs 2015 (Amendment 2017)3, the Australian Quality
Training Framework (AQTF) and the VRQA Guidelines for VET Providers4.
Assessor requirements for TAE40116 Certificate IV in

Training and Assessment
The TAE40116 Certificate IV in Training and Assessment is a crucial qualification that impacts on the quality
of delivery and assessment throughout the VET system. It is vital for the system that this qualification is
delivered effectively by practitioners with vocational competency in training and assessment. Vocational
competency has been described as follows:
Vocational competency is defined as broad industry knowledge and

experience, usually combined with a relevant industry qualification. A
person who has vocational competency will be familiar with the content
of the vocation and will have relevant current experience in the industry.
Vocational competency must be considered on an industry-by-industry
basis and with reference to any guidance provided in the relevant
Training Package or Accredited Course.
There are specific training and assessment requirements for people delivering the Certificate IV in Training
and Assessment or any assessor skill set from the TAE Training Package. For further information, RTOs
should refer to their relevant regulatory standards – the Standards for RTOs 2015 (Amendment 2017)5 or the
conditions and standards set out in the AQTF and the VRQA Guidelines for VET Providers6.
Maintaining currency
Assessors working with the TAE Training and Education Training Package n eed to maintain professional
knowledge about the education and training industry, and specifically of the VET sector.
WHS implications in the industry
3 See https://www.legislation.gov.au/Details/F2017C00663
4 Refer to
https://www.vrqa.vic.gov.au/VET/Pages/standards-and-guidelines-for-training-organisations.aspx 5 See
https://www.legislation.gov.au/Details/F2017C00663
6
Refer to
https://www.vrqa.vic.gov.au/VET/Pages/standards-and-guidelines-for-training-organisations.aspx

Work health and safety (WHS) r equirements are covered either by:
● embedding requirements in the elements/performance criteria of units of competency

● including specific WHS units in qualifications.
In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to
contextualise units of competency by referring to the existing State/Territory occupational health and safety
(OHS) legislative requirements.
Entry requirements
While there are many entry pathways into the qualifications and skills sets of the TAE Training and
Education Training Package, entry requirements have been established for some qualifications to ensure that
learners are adequately prepared for the requirements of the qualification and any associated job roles.
The TAE40116 Certificate IV in Training and Assessment provides individuals with the skills and knowledge to train and
assess in the VET system, but it does not provide them with an area of expertise in which to train or assess. For this
reason the requirement for entry into the qualification is that:
Those entering this program must be able to demonstrate vocational

competency in their proposed teaching and assessing area. Vocational
competency is defined as broad industry knowledge and experience, and
may include, but is not limited to, holding a relevant unit of competency
or qualification.
Access and equity considerations

Access and equity relates to the approaches used to make sure training and assessment practices consider
and respond to the individual needs of learners, so that potential learning barriers are minimised. Individual
needs that could present barriers to access, participation and achievement of learning outcomes include:
● age
● gender
● cultural or ethnic background
● disability
● sexuality
● language, literacy or numeracy skills
● employment status
● geographical location.
The design and content of this training package supports equitable access and progression for all learners. It
is the responsibility of the RTO delivering and assessing qualifications to:
● ensure that training and assessment processes and methods do not disadvantage
individual learners
● determine the needs of individual learners and to provide access to any educational and
support services necessary.
Some practical ways that access and equity issues could be addressed include:
● modifying assessment processes and techniques for learners who are located at a distance from
a campus location
● checking that materials are culturally appropriate for learners and amending, as necessary
● making sure that activities and assessments are suitable for the language, literacy and
numeracy skill levels of learners (while meeting the requirements of the unit of competency).

Considerations specific to learners with disability
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that learners with recognised disabilities can access and participate in education and training
on the same basis as learners without disabilities.
RTOs have obligations to support learners with disability under the Standards for RTOs 2015, Disability
Discrimination Act 1992, and the Disability Standards for Education 2005. RTOs need to be able to provide
advice and information to students with disability on the suitability of a course, any inherent requirements
for the course, reasonable adjustments that can be made, and support that is available.
Training and assessment practices must give due consideration to learners with disability, and in particular
recognise the diverse range of disabilities and individualised impact that disability has on learners. Disability
is broad and diverse, including physical and learning disabilities, chronic medical condition, or mental
illness. RTOs must take an individualised approach to supporting learners with disability, recognising that
each learner’s disability will be unique, and will have a unique impact on their learning experience. An
individual’s disability may necessitate the implementation of specific supports to allow them to participate in
learning.
It is recommended to ask universally (and also on an individual basis) whether a person requires
adjustments to complete their course. Make it clear that all personal information will be handled
confidentially and that this question is only asked for the purposes of being able to offer support and arrange
reasonable adjustments. Students with disability do not have to disclose their disability, but by making it
clear that disclosure is only for the purposes of providing support so they can access and participate in
training equally, students are more likely to feel comfortable disclosing. If a student does choose to disclose,
they must be consulted to determine what supports or reasonable adjustments should be put in place for
them.
It is important that all staff are made aware of what their responsibilities are in negotiating and
implementing adjustments and supports. Examples of educational and support services that can assist
students with disability meeting course requirements include, but are not limited to:
● study support and skills programs, including language, literacy and numeracy (LLN) programs
● providing equipment, resources and/or programs to increase access for learners with disabilities
● use of trained support staff including specialist teachers, note-takers and interpreters
● flexible scheduling and delivery of training and assessment, including allowing longer time
periods where appropriate, and adjustment to delivery methods and communication techniques
● provision of learning materials in alternative formats.
Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that learners with recognised disabilities can access and participate in education and training
on the same basis as learners without disabilities.
Sometimes reasonable adjustments are made to the learning environment, training delivery, learning
resources and/or assessment tasks to accommodate the particular needs of a learner with a disability. An
adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account
factors such as: the views of the learner; the potential effect of the adjustment on the learner and others; the
costs and benefits of making the adjustment.
Adjustments must:
● be discussed and agreed to by the learner with a disability
● benefit the learner with a disability
● maintain the competency standards
● be reasonable to expect in a workplace or training and assessment
environment. Adjustments are not required if they could:
● cause the RTO unjustifiable hardship
● harm other learners.

Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or
disruption it is not likely to be reasonable.
Reasonable adjustment considerations specific to learners with disability

The purpose of reasonable adjustments is to make it possible for learners to participate fully. It is not to give
learners with additional or different needs an advantage over others, to change course standards or
outcomes, or to guarantee success. A reasonable adjustment in learning and assessment activity needs to be
justifiable and uphold the integrity of the unit/qualification. Reasonable adjustments should be negotiated
on an individualised basis, recognising that each person with disability will have unique learning needs and
requirements for adjustment.
Inherent requirements are the fundamental parts of a course that must be met by all students in order for
them to be deemed competent. They are the abilities, skills and knowledge students need to complete the
course — those components which, if removed, would compromise the learning outcomes. Students with
disability should be provided with reasonable adjustments to enable them to meet these inherent
requirements, provided this would not cause unjustifiable hardship to the RTO. However, if a student cannot
meet the inherent requirements, even with adjustments, then they cannot complete the course. Students
should be given as much information as possible to allow them to make informed decisions about whether
they will be able to meet inherent course requirements.
Reasonable adjustments can encompass a range of areas including the physical environment, teaching
delivery and format, utilisation of assistance equipment and reduction of study load. Examples of reasonable
adjustments that can assist learners with disability to participate fully in training and assessment include:
● accessible classrooms
● changes to class scheduling
● note-taking or interpreting support
● modification to presentation mediums and techniques, or teaching practices
● alternative course materials, information formats, and learning tasks
● alternative assessment formats, timeframes or tasks
● implementation of assistive technologies or specialised equipment
● allowing a carer or support person to be present in the learning environment
Additional Resources
The following resources can provide further information about different types of disability, as well as
additional guidance and support for meeting the needs of learners with disability:
● the Australian Disability Clearinghouse on Education and Training (ADCET)
● the Australian Human Rights Commission
● National Disability Coordination Officers
Student Support Services, Access and Equity or Disability departments within your Training organisation
may also be referred to, to provide further guidance on supporting and including learners with disability.
An overview of some specific types of disability, their possible impacts, and teaching and assessment
strategies to assist students with these impacts, can be found at:
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities
Some practical examples for implementing reasonable adjustments to address different learner needs can be
found at:
https://www.stepsndco.com.au/resource/reasonable-adjustments/
Foundation skills
Foundation skills are the non-technical skills that support an individual’s participation in the workplace, in
the community and in education and training.
In this training package the foundation skills incorporate the learning, language, literacy and numeracy
(LLN) skills described in the Australian Core Skills Framework (ACSF), and the employability skills

described in the Core Skills for Work Developmental Framework (CSfW). The skills included in these two
frameworks are illustrated in the table.
● Learning ● Navigate the world of work

● Reading o Manage career and work life
● Writing o Work with roles, rights and protocols
● Oral Communication
● Numeracy ● Interact with others
o Communicate for work
o Connect and work with others
o Recognise and utilise diverse perspectives
● Get the work done

o Plan and organise
o Make decisions
o Identify and solve problems
o Create and innovate
o Work in a digital world
Identifying foundation skills

Foundation skills that underpin competent performance are identified in each unit of competency in
a foundation skills table. The foundation skills should be considered as an integrated part of the unit
for delivery and assessment purposes.
The foundation skills table in each unit:

● identifies applicable underpinning skills
● lists the performance criteria numbers for each skill
● describes the application of each skill in context of the performance criteria.
The five skills from the ACSF are identified separately with descriptions identifying how the skill underpins
the performance criteria. The three skill clusters from the CSfW are identified with descriptions that identify
the respective skill or focus areas and how they underpin the performance criteria.
Resource and equipment requirements

RTOs must make sure that all resources and equipment required to train and assess units of competency are
available.
Details of specific resources, including equipment and materials essential for assessment, are listed in the
Assessment conditions sections of assessment requirements documents.
Assessment of many units of competency from the TAE Training and Education Training Package requires
access to a ‘practice environment’ where candidates have the opportunity to demonstrate their skills and
knowledge with learners in real learning contexts.
Modes of delivery
Training and assessment in simulated environments
Delivery and assessment of units of competency in the TAE Training and Education Training Package must
allow candidates to demonstrate consistent performance in conditions that replicate the workplace. For
many of the units and qualifications in the package this includes having access to a suitable practice

environment where candidates have access to a learner cohort and time to develop their practice with
learners. The practice environment should be as realistic as possible and should reflect the environment in
which candidates will be practising in future.
To maintain the integrity of training and assessment, RTOs, trainers and assessors need to keep pace with
industry technologies and ensure that learning activities and assessments accurately reflect workplace
activities. RTOs will need regular contact with industry to ensure the currency and validity of all activities
conducted in simulated environments.
Workplace simulation criteria

In conducting training and assessment in a simulated workplace environment, trainers and assessors must
make sure that the simulated environment gives the learner the opportunity to meet the following critical
criteria:
1. Quality – The work is of the standard required for entry into the industry.
2. Productivity – The work is performed within a timeframe appropriate for entry to the industry.
3. Safety – The work is performed in a manner that meets industry safety standards.
Where simulations meet these criteria, RTOs can be confident that learners are ‘work ready’ on successful
completion of units of competency.
Assessing in simulated environments

Simulations must provide opportunities for integrated assessment of competence that include:
● performing the task (task skills)
● managing a number of tasks (task management skills)
● dealing with workplace irregularities such as unexpected problems, breakdowns and changes
in routine (contingency management skills)
● fulfilling the responsibilities and expectations of the job and workplace, including working with
others (job/role environment skills)
● transferring competencies to new contexts.
Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under
simulated conditions should reflect those typically found in the workplace. The following checklist can be
used to make sure that some key points are considered.
o deal with typical customers, including difficult customers and diverse types
of customers?
o use facilities, equipment and materials that meet current industry standards?
o plan and prioritise multiple tasks to meet deadlines?

o experience the typical workflow for the industry?
o require adherence to service standards, workplace procedures, health and
safety requirements?
o work with others as part of a team?
o consider constraints and pressures met in the workplace, e.g. budget, time,
availability of resources?
To further enhance the validity of assessment process using simulation, the assessor should consider:
● assessments covering a range of interconnected units of competency
● use of assessment checklists to ensure that all required performance and knowledge evidence
requirements have been met
● use of self-assessment, peer assessment and debriefing activities
● use of authentic workplace documentation.

Australian apprenticeships
Apprenticeships and traineeships are formal training arrangements between an employer and an employee
that have been established by a State or Territory Training Authority (STA). STAs a re the government
departments in each State or Territory responsible for the operation of the VET system (including Australian
Apprenticeships) within that jurisdiction. STAs e stablish specific industry training package qualifications
which are available as apprenticeships and traineeships in each State or Territory.
The Australian Apprenticeships website offers information about traineeships and apprenticeships and
includes links to the websites for STAs. Visit http://www.australianapprenticeships.gov.au for more
information.
Apprenticeships and traineeships are not available for any qualifications in the TAE Training and Education
Training Package.
VET in schools
VET in schools (VETiS) p rovides for nationally recognised vocational education and training to be
undertaken as part of a senior secondary certificate.
Successful completion of a VETiS p rogram enables students to gain a nationally-recognised AQF
qualification, usually at the same time as their school-based qualification.
VETiS p rograms are packaged and delivered in a variety of ways across Australia. There are three main types
rograms:
of delivery arrangements for VETiS p
● schools can be an RTO in their own right
● school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on
behalf of a group of schools
● schools can work together in partnership with an RTO.
In some State and Territory school systems, students who work part-time in an appropriate workplace may
use this to fulfil work placement requirements. Virtual or simulated work placements may also be legitimate.
re suitable for VETiS d
No qualifications in the TAE Training and Education Training Package a elivery.
Legal considerations for learners in the workplace/on

placements
Legal requirements that apply to specific industries and VET v ary across each State and Territory, and can
regularly change. Contact the relevant State or Territory Department/s to check if legal requirements apply.
Other information relevant to implementation of the

Training Package
Cross sector skills
Many of the skills most valued by industry cut across multiple sectors of Australia’s economy. However,
training package components are not always developed in a way that recognises the importance of skills in
multiple sectors or encourages training products to be used to their full potential in various industry
contexts. The Australian Industry and Skills Committee (AISC) has identified several cross sector skills areas
where opportunities exist to create flexible and transferable training package components that will benefit
industry, learners and the broader VET sector. These cross sector skills are all at the forefront of growth and
innovation in Australia.
One category of cross sector skills have been identified as relevant to the TAE Training Package: inclusion of
people with disability in VET. Units of Competency articulating these skills have been developed through
broad consultation that has focused on the relevance of common skills to an array of industries.

Whilst some of the units for the cross sector projects are housed in the TAE Training Package, the intention
of the cross sector training products is for industries and training package developers to import these units of
competency into industry relevant qualifications in a manner that suits the job roles in those industries.
Consequently, these units have been written in a way that allows for contextualisation to different industries.
Inclusion of people with disability cross sector skills

The cross sector units in this area focus on upskilling individuals that engage with people with disability in
workplace, employment and education settings, so as to facilitate enhanced inclusion of people with
disability.
Relevant units included in the TAE Training Package:

● TAEXDB401 Plan and implement individual support plans for learners with disability
● TAEXDB501 Develop and implement accessible training and assessment strategies for learners with
disability
Relevant legislation, standards and regulatory requirements
Specific legislation, standards and regulatory requirements relevant to the disability cross sector units,
include:
● Disability Discrimination Act
● Disability Standards for Education
● United Nations Convention on the Rights of Persons with Disability
● National Disability Insurance Scheme Act, Code of Conduct and Quality and Safeguards Framework
● National Disability Strategy
● Web Content Accessibility Guidelines
● Australian Law Reform Commission’s National Decision Making Principles
● Fair Work Act
Information relevant to assessment simulation
Given the nature of support for people with disability, the need for interaction with real people (whether they
be real clients, students or employees or not) is often a requirement. Having the learner reading case studies
and writing down how they might interact with a person with disability could contribute to the assessment of
their knowledge. However, it is not always enough to show that the learner has acquired the skill. Actually
demonstrating that the learner can interact appropriately with real people is sometimes a condition of
assessment in this training package. This requirement for real people would mean that if skills were not
being demonstrated in the workplace with real clients, students or employees, then they would need to be
simulated with other people, either with or without disability.
Simulation within the assessment of inclusion of people with disability in VET units of competency is
permitted, noting that involvement of real people with disability in assessment environments may not always
be necessary, appropriate, or accessible for some RTOs.
However, consideration must be given to how these simulations are designed to sufficiently convey real
industry experiences, whilst maintaining adequate respect and integrity for people with disability. For
example, it would be inappropriate to have a simulated environment where a proxy person imitates or
pretends to be an individual with disability.
For a simulation to maintain integrity for people with disability, whilst facilitating adequate demonstration of
acquired skills and knowledge, the simulation should focus on conveying the challenges, preferences and
support needs of the person with disability, and not centre predominantly on simulating the disability
condition or demonstrating possible limitations. Respectful simulations will balance consideration for the
capabilities of a person with disability alongside any possible challenges. Simulations should adequately
convey the social experience and any external barriers experienced by a person with disability, not solely the
signs and symptoms of the disability. Furthermore, the focus of the simulation should not be on the
simulation of disability, but rather the behaviours, interactions and competencies of the individual being
assessed within the simulation.
To help with RTO guidance on what appropriate assessment simulations could look like for these units of
competency, some examples are included below.

● Provision of a case study containing detailed information on an individual with disability,
their personal capabilities, challenges, and support preferences.
● Presentation of hypothetical scenarios to a student, who may indicate how they would appropriately
respond through verbal explanation or physical demonstration.
● Provision of a persona or specific example of an individual with disability, to which the student is
required to explain or demonstrate how they would appropriately interact with that individual,
without necessitating that the assessor or another individual would take on the persona or
embody aspects of disability. It would be sufficient for them to verbally or otherwise convey what
disability and characteristics the persona has.
● Presentation of a recorded video of a person with disability, to which the student must respond.
An RTO may find it particularly beneficial to consult people with disability or disability advocacy groups on
the simulation techniques they intend to use, to receive feedback on whether they are appropriate and
respectful.

Qualifications
What is a qualification?
Qualifications are created by grouping units of competency into combinations that meet workplace roles.
Qualifications come with ‘packaging rules’ which set out the overall requirements for delivering the
qualification, for example, the number of core units; number and source of elective units.
Qualifications are aligned to Australian Qualifications Framework (AQF) q ualification types. Vocational
Education & Training (VET) q ualifications are at levels 1, 2, 3, 4, 5, 6, and 8 of the AQF.
The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-
compulsory education and training in Australia. In the VET sector it assists national consistency for all
trainees, learners, employers and providers by enabling national recognition of qualifications and Statements
of Attainment.
For a full explanation of the AQF, see the A ebsite: http://www.aqf.edu.au
QF w
Qualifications in the TAE Training and Education

Training Package (Release 3.2)
Please refer to Appendix 1 for a list of qualifications.
Qualification structure
Qualifications are based on templates prescribed by the Standards for Training Packages 2012. The table
explains the contents of each field for qualifications in this training package.

Qualification code
Each qualification has a unique eight-character code:
● the first three characters identify the training package

● the first number identifies the qualification level
● the next two numbers identify a qualification’s position in the sequence of qualifications at that level
● the last two numbers identify the year in which the qualification was endorsed.
For example:
Training and The

qualification Education Training Example was endorsed in
Package 2016
TAE80316
This is the 3rd

AQF Level 8 qualification in
the sequence at
this
AQF level
Qualification title
The title reflects the qualification outcomes and complies with the length specified in the AVETMIS standard (no
more than 100 characters).
Qualification description
This field describes the qualification outcomes, together with any licensing, legislative, regulatory or certification
considerations.
Entry requirements
This is an optional field that specifies any mandatory entry requirements.
Packaging rules
This field:
● specifies the total number of units of competency required to achieve the qualification
● specifies the number of core and elective units
● lists all core and elective unit codes and titles, including prerequisite units where they apply.
Qualification mapping information
This field specifies the code and title of any equivalent qualification.

Links
This field provides a link to the Companion Volume Implementation Guide.

Volume of learning
AQF specifications for volume of learning have guided the development of qualifications in the TAE Training
and Education Training Package. While the time required for delivery and assessment of VET qualifications
is influenced by many factors e.g. accessibility, demands on learner time, access to practice environments
and learner support needs, RTOs should also remain conscious of AQF e xpectations around volume of
learning.
Certificate IV Typically six months to two years.

There may be variations between short duration specialist qualifications that
build on knowledge and skills already acquired and longer duration qualifications
that are designed as entry level requirements for work.
Diploma Typically one to two years.
Graduate Certificate Typically six months to one year.
Graduate Diploma Typically one to two years.
Qualification pathways and occupational outcomes

A pathway is the route or course of action taken to get to a destination. A training pathway generally means
the learning activities or experiences used to attain the competencies needed to achieve career goals. There is
no single pathway that applies to everyone; each individual has specific needs and goals.
Achievement of AQF qualifications provides opportunities for individuals to pursue and achieve their career
goals. Qualifications can be achieved in various ways, including:
● off-the-job training, e.g. attending classroom-based learning programs
● on-the-job training, e.g. apprenticeships, traineeships
● recognition of prior learning
● credit transfer.
The following information and charts explain possible occupational outcomes for qualifications in this
training package, together with pathways between qualifications.
Career pathways
The TAE Training and Education Training Package is designed to respond to the need for advancing the
skills and knowledge of VET p ractitioners. VET practitioners are dual professionals, required to be
competent and current in their non-training vocation (e.g. electrician, aged care worker) as well as
continually developing their skills and knowledge to train and assess diverse learners across different
learning environments. The TAE Training and Education Training Package provides a range of interrelated
qualifications and skill sets that enable practitioners to continue developing their professional knowledge
and skills in a range of general and specialist areas.

Selecting electives for different employment outcomes
The qualifications include elective units that should be selected according to the learning and pathway needs
of the learner. The choice of elective units is generally negotiated between the learner and/or employer, and
the RTO conducting the training program.
Electives can be selected from within the training package, from other training packages and from accredited
courses.
Elective units should be used to provide a vocational focus for the qualification and should be relevant to the:
● qualification level
● job role
● work outcomes
● local industry needs.
In relation to the TAE Training and Education Training Package there are no specialisations arising from a
particular combination of electives for any qualification.

Skill sets
What is a skill set?
Skill sets consist of one or more endorsed units of competency that have been packaged together to address a
defined industry need or specific licensing or regulatory requirement. Skill sets are not qualifications.
Skill sets in the TAE Training and Education Training

Package (Release 3.2)
Please refer to Appendix 1 for a list of skill sets.
The TAE Training and Education Training Package includes ten skill sets. Each has been designed for a
specific purpose to meet the additional skills and knowledge needs of particular job roles. Skill sets can be
used to prepare individuals to take on a role in the VET sector, such as in enterprise training, workplace
supervision or assessment. They can also be used to extend existing practitioners’ skills and knowledge in a
specific area, such as sustainability, advanced assessment, e-learning or addressing foundation skills.

Skill set structure
Skill sets themselves are non-endorsed components of training packages (however, they consist of endorsed
units of competency). Skill sets use a standard format. The table explains the contents of each field.
Skill set code
This is a unique code in the format: <Training package code> < SS> <five digit code> e.g. TAESS00003.
TAE
Example 00003
Training and
TAE SS
This is the 3rd skill
Education Training set in the
sequence
Package
00003
SS
Skill set identifier
Skill set name
The title reflects the skill set outcomes.
Description
This field explains how the skill set meets the industry need or regulatory requirement.
Pathways information
This field explains the skill set’s relationship with a qualification.
Target group
This field explains the types of individuals who will benefit from completing the skill set.
Links

Units of competency
What is a unit of competency?
Units of competency are the nationally agreed statements of the skills and knowledge required for effective
performance in a particular job or job function. Units of competency describe work outcomes as agreed by
industry. As such, they do not describe the procedures necessary to perform a particular role, but rather,
identify the skills and knowledge, as outcomes, that contribute to the whole job function. Each unit of
competency describes:
● a specific work activity and what it involves
● particular skills (and level of skills) that are needed to perform the work activity
● conditions under which the work activity may be conducted
● knowledge and skills required to perform the work activity
● foundation skills required to perform the work activity
● how learners can show they are competent in the work activity
● performance and knowledge evidence that must be considered in assessing competency of the unit
● conditions under which evidence for assessment must be gathered.
Units of competency are not aligned to levels within the AQF b ecause units of competency can be included
across a range of qualification levels. However, the qualification in which a unit is first packaged in a training
package is indicated in the unit code.
What is competency?
The broad concept of industry competency is the ability to perform particular tasks and duties to the
standard of performance expected in the workplace. Competency covers all aspects of workplace
performance and involves:
● performing individual tasks
● managing a range of different tasks
● responding to contingencies or breakdowns
● dealing with the responsibilities of the workplace, including working with others.
Workplace competency is the ability to apply relevant skills and knowledge consistently over
time and in the required workplace situations and environments.
Competency standards are determined by industry to meet industry skill needs and focus on
what is expected of a competent individual in the workplace.
Units of Competency in the TAE Training and Education

As well as native units, a range of units of competency have been imported into the TAE Training and
Education Training Package t o provide greater flexibility, choice and transferability of skills within the
industry.
Please refer to Appendix 1 for a list of units of competency. This includes:
● units of competency native to this training package
● imported units of competency

● units of competency with prerequisites.
Unit of competency structure

Units of competency are based on templates prescribed by the NSSC Standards for Training Packages 2 012.
Under these Standards, a unit of competency comprises two separate documents, i.e. a unit of competency
document and an assessment requirements document. The tables explains the contents of each field.
Unit code
Each unit of competency has a unique code, which is assigned when the training package is endorsed, or when
new units of competency are added to an endorsed training package:
the first three characters identify the training package
the next three characters indicate the competency stream or group
the first number indicates the AQF qualification in which the unit is first packaged
the next two numbers identify a unit’s position in the sequence of units in that competency stream or group.
TAE
Training and Example This is the 6th unit in
Education Training
Package TAE LLN 8 the sequence in
the LLN stream
06
This unit was

Language, literacy
first packaged at
and numeracy
stream Graduate Diploma
(AQF Level 8)
Unit title
The title describes the unit outcome and complies with the length specified in the AVETMIS Standard (no more
than 100 characters).
Unit application
This field describes how the unit is practically applied, who would typically use it and the unit of competency's
relationship to licensing, legislative or certification requirements.
Prerequisite units
This is an optional field that specifies any unit(s) in which the learner must already be competent prior to the
achieving competency in this unit.

Unit sector
This field is used to categorise units of competency in relation to industry sectors or types of work.
Elements of competency
Elements of competency describe the outcomes of the significant functions and tasks that make up the
competency. Elements describe actions or outcomes that are demonstrable and assessable.
Performance criteria
Performance criteria specify the required performance in relevant tasks, roles, skills (including foundation skills)
and the applied knowledge that enables competent performance.

Foundation skills
This field describes the language, literacy, numeracy and employment skills that are essential to performance.
Range of conditions
This is an optional field that specifies different work environments and conditions that may affect
performance. Range is restricted to essential operating conditions and any other variables essential to the work
environment, so it is quite different from the previous Range statement.
Unit mapping information

This field specifies the code and title of any equivalent unit of competency.
Links
Assessment requirements
Title
This field uses the format: Assessment Requirements for [Unit of Competency Code and Title]
Performance evidence
Performance evidence, as the name implies, specifies what individuals must do to show that they satisfy the
performance standards in the unit of competency.
Knowledge evidence
Knowledge evidence, as the name implies, specifies what individuals must know in order to carry out the work
tasks described in the unit of competency safely and effectively.
Assessment conditions
This field describes mandatory conditions for assessment, e.g. details of equipment and materials;
contingencies; physical conditions; relationships with other people; timeframes. It also specifies assessor
requirements.
Links
Contextualisation of units of competency by RTOs

RTOs may contextualise units of competency to reflect local skill needs. Contextualisation could involve
additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, or
specific enterprise requirements. Any contextualisation must ensure the integrity of the outcome of the unit
of competency is maintained.
Industry requirements, as described in training or job specifications, can be used to contextualise a unit of
competency.

Contacts and links
Australian Apprenticeships
www.australianapprenticeships.gov.au
Australian Qualifications Framework: Second edition, January 2013

http://www.aqf.edu.au/
Australian Skills Quality Authority (ASQA)

http://www.asqa.gov.au
TGA website, training packages

http://www.training.gov.au/
Training Accreditation Council (Western Australia)

http://www.tac.wa.gov.au
Victorian Registration and Qualifications Authority (VRQA)

http://www.vrqa.vic.gov.au/
State and Territory Training Authorities
Australian Capital Territory

http://www.education.act.gov.au/
New South Wales
https://education.nsw.gov.au/
Northern Territory
http://business.nt.gov.au/
Queensland
https://desbt.qld.gov.au/training/
South Australia
https://statedevelopment.sa.gov.au/
Tasmania
http://www.skills.tas.gov.au
Victoria
http://www.education.vic.gov.au
Western Australia
http://www.dtwd.wa.gov.au
Industry associations

Australian Council for Adult Literacy
http://www.acal.edu.au/
Adult Learning Australia

https://ala.asn.au/
Enterprise RTO Association

http://www.ertoa.org
Independent Tertiary Education Council Australia
https://www.iteca.edu.au/
TAFE Directors Australia

http://www.tda.edu.au
VELG Training
http://www.velgtraining.com
Workforce capability building
National Centre for Vocational Education Research (NCVER)

http://www.ncver.edu.au
National Foundation Skills Strategy for Adults

https://www.dese.gov.au/download/7107/national-foundation-skills-strategy-adults/11122/doc
ument/pdf.
National VET e-learning Strategy

http://flexiblelearning.net.au/
Skills @ Work Newsletter

https://www.myskills.gov.au/more/news-events/skills-work-enewsletter/
VET Practitioner Capability Framework

https://www.dtwd.wa.gov.au/sites/default/files/uploads/vet-capability-framework-implementation-gu
ide.pdf
What Works for LLN

http://www.ideasthatwork.com.au/what-works-for-lln

Appendix 1 – List of
qualifications, skill sets
and units of
competency
Qualifications in the TAE Training and Education
Title
TAE40116 Certificate IV in Training and Assessment
TAE50116 Diploma of Vocational Education and Training
TAE50216 Diploma of Training Design and Development
TAE80113 Graduate Diploma of Adult Language, Literacy and Numeracy Practice
TAE80213 Graduate Diploma of Adult Language, Literacy and Numeracy Leadership
TAE80316 Graduate Certificate in Digital Education
Skill sets in the TAE Training and Education Training

Package (Release 3.2)
Title
TAESS00009 Address Foundation Skills in Vocational Practice Skill Set
TAESS00010 Advanced Assessor Skill Set
TAESS00011 Assessor Skill Set
TAESS00012 Enterprise and Industry Engagement Skill Set
TAESS00013 Enterprise Trainer - Mentoring Skill Set
TAESS00014 Enterprise Trainer–Presenting Skill Set
TAESS00015 Enterprise Trainer and Assessor Skill Set
TAESS00016 Sustainable Practice Skill Set
TAESS00017 Workplace Supervisor Skill Set
TAESS00018 Deliver E-Learning Skill Set
Units of competency in the TAE Training and Education

Title
TAEASS301 Contribute to assessment

TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
TAEASS501 Provide advanced assessment practice
TAEASS502 Design and develop assessment tools
TAEASS503 Lead assessment validation processes
TAEASS504 Develop and implement recognition strategies
TAEASS505 Lead and coordinate assessment systems and services
TAEASS801 Analyse, implement and evaluate e-assessment
TAEDEL301 Provide work skill instruction
TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
TAEDEL403 Coordinate and facilitate distance-based learning
TAEDEL404 Mentor in the workplace
TAEDEL501 Facilitate e-learning
TAEDEL502 Provide advanced facilitation practice
TAEDEL801 Evaluate, implement and use ICT-based educational platforms
TAEDEL802 Use e-learning with social media
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
TAEDES501 Design and develop learning strategies
TAEDES502 Design and develop learning resources
TAEDES503 Design and develop e-learning resources
TAEDES504 Research and develop units of competency
TAEDES505 Evaluate a training program
TAEICR501 Work in partnership with industry, enterprises and community groups
TAELED801 Design pedagogy for e-learning
TAELED803 Implement improved learning practice
TAELED804 Review enterprise e-learning systems and solutions implementation
TAELLN411 Address adult language, literacy and numeracy skills
TAELLN412 Access resources and support to address foundation skills in vocational practice
TAELLN413 Integrate foundation skills into vocational training delivery
TAELLN501 Support the development of adult language, literacy and numeracy skills
TAELLN801 Analyse and apply adult literacy teaching practices
TAELLN802 Analyse and apply adult numeracy teaching practices
TAELLN803 Develop English language skills of adult learners
TAELLN804 Implement and evaluate delivery of adult language, literacy and numeracy skills
TAELLN805 Design and conduct pre-training assessment of adult language, literacy and
numeracy skills
TAELLN806 Lead the delivery of adult language, literacy and numeracy support services
TAELLN811 Analyse policy and formulate strategic language, literacy and numeracy response
TAELLN812 Research and implement new adult language, literacy and numeracy practices
TAELLN813 Formulate workplace strategy for adult language, literacy and numeracy skill
development

TAELLN814 Design programs to develop adult language, literacy and numeracy skills
TAELLN815 Develop strategy for adult language, literacy and numeracy skill development in a
community program
TAELLN816 Initiate, develop and evaluate adult language, literacy and numeracy resources
TAELLN817 Design, implement and evaluate a language, literacy and numeracy professional
development program
TAEPDD501 Maintain and enhance professional practice
TAERES501 Apply research to training and assessment practice
TAESUS501 Analyse and apply sustainability skills to learning programs
TAESUS502 Identify and apply current sustainability education principles and practice to
learning programs
TAETAS401 Maintain training and assessment information
TAETAS501 Undertake organisational training needs analysis
TAEXDB401 Plan and implement individual support plans for learners with disability
TAEXDB501 Develop and implement accessible training and assessment plans for learners with
disability
Units of competency with pre-requisites

There are no units of competency with pre-requisites in the TAE Training and Education Training Package.
Imported units of competency

A range of units of competency have been imported into the TAE Training and Education Training Package
to provide greater flexibility, choice and transferability of skills within the industry.
BSBAUD402 Participate in a quality audit BSB Business Services Training

Package
BSBCMM401 Make a presentation BSB Business Services Training
Package
BSBINN801 Lead innovative thinking and practice BSB Business Services Training
Package
BSBLED401 Develop teams and individuals BSB Business Services Training
Package
BSBMKG413 Promote products and services BSB Business Services Training
Package
BSBREL402 Build client relationships and business BSB Business Services Training
networks Package
BSBLDR803 Develop and cultivate collaborative BSB Business Services Training
partnerships and relationships Package
BSBRES401 Analyse and present research information BSB Business Services Training
Package
BSBRES801 Initiate and lead applied research BSB Business Services Training
Package
ICTICT805 Direct ICT procurement ICT Information and
Communications Technology
Training Package

Appendix 2 – Mapping
Information
The information provided is a general summary only. It is highly recommended to use the Compare Content
Tool available on the www.training.gov.au (TGA) website for more information about specific changes. Visit
https://www.youtube.com/watch?v=EjhNe3Bu0H4 to watch a video on how to use this tool.
Mapping to previous version of the training package

Mapping information can be useful for delivery and assessment as it:
● explains the main changes between the previous and current versions of qualifications, skill sets and
units of competency
● shows whether the outcomes of the previous and current versions are equivalent or not equivalent
● Shows new components as well as any components removed from the training package.
Qualification mapping
Key: E = equivalent, N = not equivalent, N/A = not applicable
Code and title TAE Version 3.1 Code and title TAE Version Comments Equivalence to
3.2 previous
TAE80316 Graduate TAE80316 Graduate Removed TAELED802 E
Certificate in Digital Certificate in Digital Investigate the application of
Education (Release 1) Education (Release 1.1) ICT content knowledge from
elective Group A. No change to
total number of core or electives
accessed via packaging rules.
Unit mapping
Key: E = equivalent, N = not equivalent, N/A = not applicable
Code and title TAE Version 3.1 Code and title TAE Version 3.2 Comments Equivalence
to previous
TAELED802 Investigate the TAELED802 Investigate Deleted – deletion directed by the N/A
application of ICT content the application of ICT AISC due to zero enrolments for a
knowledge content knowledge three year period.

Qualification pathways and industry outcomes
Graduates at this level will have advanced knowledge and skills for professional or highly skilled work
and/or further learning.
TAE80113 Graduate Diploma of Adult Language, ● adult literacy and numeracy
Literacy and Numeracy Practice teacher, training organisation
● trainer and assessor, training organisation
● program coordinator, adult
community education organisation.
TAE80213 Graduate Diploma of Adult Language, ● senior educator – teaching and learning,
Literacy and Numeracy Leadership training organisation
● adult literacy and numeracy
resource developer
● program coordinator, training organisation
● educational consultant
● workforce development leader
● policy advisor on language, literacy
and numeracy.
Skill Sets
TAESS0009 Address Foundation Skills in ● VET Trainer and Assessor
Vocational Practice Skill Set

Graduates at this level will have advanced knowledge and skills for professional or highly skilled work
Graduates at this level will have specialised knowledge and skills for skilled/paraprofessional work
TAE50116 Diploma of Vocational Education and ● VET Trainers and Assessor
Training
Certificate IV
Graduates at this level will have theoretical and practical knowledge and skills for specialised and/or
skilled work and/or further learning.
TAE40116 Certificate IV in Training and ● VET Trainer and Assessor
Assessment
Skill Sets
TAE00010 Advanced Assessor Skill Set ● VET Trainer and Assessor
TAE 00011 Assessor Skill Set ● VET Trainer and Assessor
TAE00013 Enterprise Trainer - Mentoring Skill ● VET Trainer and Assessor
Set
TAE00014 Enterprise Trainer-Presenting Skill ● VET Trainer and Assessor
Set
TAE00015 Enterprise Trainer and Assessor Skill ● VET Trainer and Assessor
Set
TAE00018 Deliver E-learning Skill Set ● VET Trainer and Assessor, tertiary,
secondary and primary teachers
Graduates at this level will have theoretical and practical knowledge and skills for specialised and/or
skilled work and/or further learning.
TAE40116 Certificate IV in Training and ● Enterprise Trainer
Assessment
Skill Sets
TAESS0009 Address Foundation Skills in ● VET Trainer and Assessor
Vocational Practice Skill Set
TAESS00011 Assessor Skill Set ● Enterprise Assessor
TAE00013 Enterprise Trainer - Mentoring Skill Set ● Enterprise Trainer
TAE00014 Enterprise Trainer-Presenting Skill Set ● Enterprise Trainer
TAE00015 Enterprise Trainer and Assessor Skill ● Enterprise Trainer and Assessor
Set
TAE00017 Workplace Supervisor Skill Set ● Enterprise Supervisor

Instructional Design
Diploma
Graduates at this level will have specialised knowledge and skills for skilled/paraprofessional work and/or
further learning.
TAE50216 Diploma of Training Design and ● Instructional Designer
Delivery
Sustainability
Skill Sets
TAE00016 Sustainable Practice Skill Set ● VET Trainer and Assessor

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Commonwealth Government through the Department of Education, Skills and
Employment.
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Companion

Volume – Implementation Guide

TAE Training and Education

About the guide 6

About training packages 7

Overview of TAE Training and Education Training Package 11

Contacts and links 31

Appendix 1 – List of qualifications, skill sets and units of competency 33

Appendix 2 – Mapping Information 36

PwC’s Skills for Australia 4

Minor updates to three qualifications to include the

PwC’s Skills for Australia 5

New skill set:

PwC’s Skills for Australia 6

What is in the Implementation Guide?

PwC’s Skills for Australia 7

Components of training packages

Training packages may also include non-endorsed components, such as:

Training package development and endorsement process

PwC’s Skills for Australia 8

PwC’s Skills for Australia 9

Who can deliver and assess a qualification?

PwC’s Skills for Australia 10

PwC’s Skills for Australia 11

Sectors in the TAE Training and Education Training

Qualifications, skill sets and units of competency

● 6 AQF aligned qualifications

Mapping to previous version of the training package

PwC’s Skills for Australia 12

PwC’s Skills for Australia 13

Requirements for assessors

Assessor requirements for TAE40116 Certificate IV in

Vocational competency is defined as broad industry knowledge and

WHS implications in the industry

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● embedding requirements in the elements/performance criteria of units of competency

Those entering this program must be able to demonstrate vocational

Access and equity considerations

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Reasonable adjustment considerations specific to learners with disability

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● Learning ● Navigate the world of work

● Get the work done

Identifying foundation skills

The foundation skills table in each unit:

Resource and equipment requirements

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Workplace simulation criteria

Assessing in simulated environments

o plan and prioritise multiple tasks to meet deadlines?

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Legal considerations for learners in the workplace/on

Other information relevant to implementation of the

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Inclusion of people with disability cross sector skills

Relevant units included in the TAE Training Package:

Relevant legislation, standards and regulatory requirements

Information relevant to assessment simulation

Please refer to Appendix 1 for a list of qualifications.

This is the 3rd

Training and Example This is the 6th unit in