Glossary

A-E | F-L | M-R | S-Z

The following terms are common to the VET sector and are used in the AQTF 2007 Standards for Accredited Courses and AQTF 2007 Standards for State and Territory Course Accrediting Bodies. Each term is followed by a definition and, where appropriate, further explanation.

Access and equity	Policies and approaches aimed at ensuring that vocational education and training are responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment or remote location may present a barrier to access, participation and the achievement of suitable outcomes. Access and equity do not mean that an RTO has to accept anyone as a client.
Accreditation	The formal recognition of a course by the State or Territory course accrediting body in line with the AQTF 2007 Standards for Accredited Courses
Accredited course	A structured sequence of vocational education and training that has been accredited by a state or territory course-accrediting body and leads to an Australian Qualifications Framework qualification or statement of attainment.
ANZSCO	(Australian and New Zealand Standard Classification of Occupations) categorises all occupations. It is developed and maintained by the Australian Bureau of Statistics.

ANZSIC	(Australian and New Zealand Standard Industry Classification). A classification which categorises all industries. It is developed and maintained by the Australian Bureau of Statistics.
ASCED	The Australian Standard Classification of Education (ASCED) code refers to the field of education applicable to the course. Four-digit codes are used for qualifications and six-digit codes for units of competency/modules. Both should be identified.
Articulation	The arrangements that facilitate the movement or progression of learners from one qualification or course to another, or from one education and training sector to another.
Assessment	The process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package or by the learning outcomes of an accredited course.
Assessment guidelines	The endorsed component of a Training Package that underpins assessment and sets out the industry’s approach to valid, reliable, flexible and fair assessment. Standard 10 of the AQTF 2007 Standards for Accredited Courses requires that course assessment strategies must be consistent with the assessment guidelines in the relevant Training Package(s) where nationally endorsed units of competency are used.
Assessment tools	The instrument(s) and procedures used to gather and interpret evidence of competency:
	(a) Instruments – the specific questions or activity used to assess competency by the assessment method selected. An assessment instrument may be supported by a profile of acceptable performance and the decision-making rules or guidelines to be used by assessors.
	(b) Procedures – the information or instructions given to the candidate and the assessor about how the assessment is to be conducted and recorded.
Framework (AQF)	The policy framework that defines all qualifications recognised nationally in post-compulsory education and training in Australia. The AQF comprises titles and guidelines that define each qualification, as well as the principles and protocols covering cross-sectoral qualification links and the issuing of qualifications and statements of attainment.
2007 (AQTF)	The Australian Quality Training Framework (AQTF) is a set of nationally agreed quality assurance arrangements for training and assessment services delivered by training organisations. The first version of AQTF was implemented in 2002. It was revised in 2005 and again in 2007 including the identification of excellence criteria. The AQTF 2007 comprises: (a) AQTF 2007 Essential Standards for Registration (b)AQTF 2007 Excellence Criteria (c) AQTF 2007 Standards for Accredited Courses (d) AQTF 2007 Standards for State and Territory Registering Bodies
Assessor and Trainer competencies	Referenced in Standard 1 of the AQTF 2007 Essential Standards for Registration. The determination by the National Quality Council on assessor and trainer competencies is in AQTF 2007 Users’ Guide to the Essential Standards for Registration, appendix 2.
	The Australian Vocational Education and Training Management Information Statistical Standards include ANZSCO, ANZSIC and ASCED (see earlier in this terminology section) statistical data. AVETMISS is used for planning for, and measuring training that is occurring in the VET sector
Authenticity	One of the rules of evidence. To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.
Benchmarking	The continuous process of measuring and comparing products, services and practices with comparable systems or organisations both inside and outside the VET sector for the purpose of continuous improvement.
Competency	The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills and knowledge relevant to effective participation in an industry, industry sector or enterprise. See also Dimensions of Competency.
Complaints process	A process by which a client of an RTO, or other interested parties, may raise a concern about the policies, procedures, services or products with a view to having them changed and improved. See AQTF 2007 National Guideline for Responding to Complaints about Vocational Education and Training Quality.
Contextualisation	Refers to the addition of industry or enterprise/organisation-specific information to a unit of competency to tailor the unit of competency to reflect the immediate operating context and thereby increase its relevance. Contextualisation must be guided by the Training Package Development Handbook and relevant Training Package contextualisation guidelines
Body	The authority responsible, under the VET legislation and decision-making framework of a particular state or territory, for accrediting courses for delivery both inside and outside Australia.
Course leading to a Statement of Attainment only	Course accredited under AQTF 2007 Standards for Accredited Courses where the course does not meet the requirements of a full AQF qualification, as stated in the guidelines for qualifications contained in the AQF Implementation Handbook.

Credit Transfer	Credit transfer assesses the initial course or subject that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial course or subject is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. This may include credit transfer based on formal learning that is outside the AQF.
Currency	One of the rules of evidence. In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.
DEEWR	Australian Government Department of Education, Employment and Workplace Relations
DEST	Department of Education, Science and Technology, replaced by DEEWR in 2007
competency	Dimensions are 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. See also Competency.
Direct supervision	Means that a person conducting training who does not hold the training competencies determined by the National Quality Council (NQC) receives regular guidance, support and direction from a person designated by the RTO who does hold those training competencies determined by the NQC. It is not necessary for the supervising person to be present during all training delivery.
Documented	Recorded in written form.
	Elements describe outcomes which contribute to the unit of competency. The performance criteria specify the required level of performance.
Employability Skills	Employability skills describe the non-technical skills and competencies that have always been an important part of effective and successful participation in the workplace. Employability skills are applicable to all occupations, and have been defined in the VET sector as: communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning and technology.
Endorsement	Means the formal process of recognition of Training Packages undertaken by the National Quality Council.
Evidence guide	Describes the underpinning knowledge and skills that must be demonstrated to prove competency. It provides essential advice for assessment of the unit of competency and must be read in conjunction with the performance criteria and the range statement of the unit of competency and the Training Package Assessment Guidelines.

F-L

Fairness	One of the principles of assessment. Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being asses to challenge the result of the assessment and to be reassessed if necessary.
Field of Education	See ASCED above or NCVER
Flexibility	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 support continuous competency development.
Flexible learning and assessment	An approach in VET that allows a range of learning and assessment strategies to be adopted in a variety of learning environments, in order to cater for differences in individual learning interests, needs, styles and opportunities.
Industry	Representative bodies that have a stake in the training, assessment and client services provided by RTOs. These could include industry skills councils, industry associations, unions, regulatory bodies, licensing bodies and group training companies (not an exhaustive list).
Industry Skills Council	National bodies responsible for developing and maintaining Training Packages specific to the industry areas for which they have coverage.
Industry Training Advisory Bodies	State and territory bodies that advise on the training needs of industries for which they have coverage
Learner	An individual who is receiving, responding to and processing information in order to acquire and develop competence. This incorporates the processes of preparing and presenting for assessment.
Learning	The process followed by a learner (a) Formal learning refers to learning that takes place through a structured program of instruction and is linked to the attainment of a formal qualification or award (for example, a certificate, diploma or university degree) (b) Non-formal learning refers to learning that takes place through a structured program of instruction but does not lead to the attainment of a formal qualification or award (for example, in-house professional development programs conducted by a business). (c) Informal learning refers to learning that results through experience of work-related, social, family, hobby or leisure activities (for example, that acquisition of interpersonal skills developed through several years as a sales representative).

M-R

Moderation of assessment	A process which involves assessors in discussing and reaching agreement about assessment processes and outcomes in a particular industry or industry sector. It enables assessors to develop a shared understanding for 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.
Module	Means the grouping of learning outcomes at a given level of knowledge. An accredited course may only write learning outcomes as modules where there are no vocational outcomes and where prior approval has been granted by the course accrediting body. A course may be written to include both units and modules.
National Quality Council (NQC)	A committee of the Ministerial Council for Vocational and Technical Education. The NQC has a role in: (a) providing the ministerial council with advice on the operation of the AQTF 2007 and any changes to it that are considered necessary (b) providing the state and territory registering and course- accrediting bodies with information and advice on implementation of the AQTF 200 (c) providing the ministerial council with information and advice on the operation of the AQTF 2007 in each state and territory, including advice on their registration, audit and related processes, and on the Commonwealth processes that support the AQTF 2007.
National recognition	(a) recognition by an RTO of the AQF qualifications and statements of attainment issued by all other, thereby enabling national recognition of the qualifications and statements of attainment issued to any person. (b)Recognition by each state and territory’s registering body of the training organisations registered by any other state or territory’s registering body and of its registration decisions. (c) Recognition by all state and territory course- accrediting bodies and registering bodies of the courses accredited by each state or territory’s course-accrediting body and of its accreditation decisions.
National Skills Framework (NSF)	The system of VET that: applies nationally is endorsed by the Ministerial Council for Vocational and Technical Education is made up of the AQTF and nationally endorsed Training Packages
National Training Information Service (NTIS)	The national register for recording information about RTOs, Training Packages and accredited courses. NTIS is part of the National Skills Framework.
Nationally Recognised Training (NRT) logo	The logo used nationally to signify that training and assessment products and services meet the requirements agreed under the National Skills Framework. It may only be used on qualifications and courses that have national recognition
Nominal duration	Refers to structured training only and includes both delivery and assessment
Packaging Rules	Means the rules for completion of a qualification or course

Performance criteria	Provide the standards by which an element in a unit of competency may be assessed. They are evaluative statements which specify what is to be assessed and the required level of performance.
Policy	A documented statement of a definite course of action that is to be adopted and implemented
Principles of assessment	To ensure quality outcomes, assessment should be: fair flexible valid reliable sufficient
Qualification	Formal certification in the VET sector by an RTO that a person has satisfied all requirements of the units of competency or modules that comprise an AQF qualification, as specified by: (d) a nationally endorsed Training Package, or (e)pan accredited course that provides training for that qualification.
Recognition of prior learning (RPL)	An assessment process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.
Record	A written, printed or electronic document providing evidence that activities have been performed.
Registered Training Organisation (RTO)	A training organisation registered by a state or territory registering body in accordance with the AQTF 2007 Essential Standards for Registration within a defined scope of registration. A training organisation must be registered in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.
Registration	Formal recognition by a state or territory registering body, in accordance with the AQTF 2007 Standards for State and Territory Registering Bodies, that a training organisation meets the requirements of the AQTF 2007 Essential Standards for Registration. A training organisation must be registered in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.
Reliability	One of the principles of assessment. Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.
Rules of evidence	These are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current.

S-Z

Scope of registration	The particular services and products an RTO is registered to provide. The scope defines the specific AQF qualifications, units of competency and accredited courses it is registered to provide, and whether it is registered to provide: (a) both training delivery and assessment services, and to issue the relevant AQF qualifications and statements of attainment, or (b) only assessment services, and to issue AQF qualifications and statements of attainment.
Skills set	Skills sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package which link to a license or regulatory requirement, or a defined industry need
Statement of Attainment	Formal certification in the VET sector by an RTO that a person has achieved: Part of an AQF qualification, or (b) one or more units of competency from a nationally endorsed Training Package, or (c)all the units of competency or modules comprising an accredited short course (meaning in accredited course that does not meet the requirements for a full AQF qualification).
Sufficiency	One of the principles of assessment and also one of the rules of evidence. Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.
Training	The process used by an RTO to facilitate learning.
Training and assessment strategy	A framework that guides the learning requirements and the teaching, training and assessment arrangements of a vocational education and training qualification. It is the document that outlines the macro-level requirements of the learning and assessment process, usually at the qualification level.
Training Package	A nationally endorsed, integrated set of competency standards, assessment guidelines and AQF qualifications for a specific industry, industry sector or enterprise.
Training program	A program (also known as a learning program), developed by an RTO, that meets the training and assessment requirements of a qualification from a Training Package, one or more designated units of competency, or an accredited course. The training program may specify such matters as essential and elective units, the sequence and timing of training and assessments, and the resources required. It may form part of a training and assessment strategy.

Unit of competency	Specification of industry knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.
assessment	A process for ensuring that the way a unit of competency or group of units is assessed, and the evidence collected through these assessments, is consistent with the requirements of the unit or group of units, of competency and of industry. It includes validating the assessment process, the assessment tools and instruments, the evidence collected using tools and instruments, and the interpretation of that evidence to make a judgement of competency in relation to the same unit(s) of competency. Validation may be undertaken before, during and after the actual assessment activity occurs and may include both formative and summative assessment. The latter includes assessment for the purpose of granting RPL.
Validity	One of the principles of assessment and also one of the rules of evidence. Assessment is valid when the process is sound and 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 competency must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods.) The specific evidence requirements of each unit of competency provide advice on sufficiency.
VET	Vocational education and training sector, which includes both public and private training providers
Vocational competency	Vocational competency in a particular industry consists of 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 competencies must be considered on an industry-by-industry basis and with reference to the guidance provided in the Assessment Guidelines of the relevant Training Package or the accredited course.