TAE Training and Education Training Package
Implementation Guide
Introduction
Who is this Guide for?
The Implementation Guide is designed to assist assessors, trainers, Registered Training Organisations
(RTOs) and enterprises in delivering the training package. It provides advice about the structure of the
training package and its key features.
The TAE Training and Education Training Package houses qualifications and skill sets that 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 includes 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 and Skill Sets from the TAE Training and Education Training Package impact the quality of
delivery and assessment throughout the VET system. It is vital for the system that these products are
effectively delivered by practitioners with vocational competency in training and assessment.
This Implementation Guide is part of a suite of resources that IBSA has developed for the TAE TP. The table
outlines the content of each resource.
IBSA Guide
TAE Implementation Guide
User Guide: TAE40114 Certificate IV in
Training and Assessment
Contents
Essential information on TAE Training and Education
Training Package content including:
 list of units, qualifications and skill sets and
explanation of purpose and intent
 qualification packaging and skill set composition
 version modification history
 mapping and equivalence information
 advise on who can train and assess
 modes of delivery
 pathways and professional development.
Implementation guidance covering:
 qualification purpose and target learners
 entry requirements
 packaging rules and equivalence
 industry currency and professional development
 underpinning knowledge and skills
 delivery environments
 industry consultation
 program planning
 assessment practices
 sourcing resources for delivery and assessment.
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TAE Training and Education Training Package
Implementation Guide
User Guide: Diplomas of VET and
Training Design and Development
Implementation guidance covering:
 qualification purpose and target learners
 entry requirements and career pathways
 packaging rules
 industry currency
 underpinning knowledge and skills
 delivery environments
 industry consultation
 program planning
 assessment templates and tools.
Advice for users on:
 qualification purpose and target learners
 packaging rules and pathways
 mapping and equivalence
 who can deliver and assess
 practice environment
 facilitator resources
 unit terminology.
Advice for users on:
 skill set purpose and target learners
 contextualisation
 practice environment
 facilitator resources
 unit terminology
 knowledge concepts
 practical skills.
Materials for holistic assessment of three core units from
TAE50114 (TAEPDD501, TAEDEL502 and TAEASS501)
including:
 assessment materials for candidate
 assessment instructions for assessor
 decision record for assessor
 assessment mapping.
Advice for candidates on:
 demonstrating equivalent competence
 packaging rules
 collecting portfolio evidence.
User Guide: Graduate Diplomas of
Language, Literacy and Numeracy
User Guide: Address Foundation Skills
Skill Set
Holistic assessment for TAE50114
Self-assessment tool for TAE40114
Version modification history *
Release Number
Release Date
Comments
2
TBC
Qualifications, units and skill sets from TAE10 were
restructured to meet Standards for Training Packages.
Deleted qualifications:

TAE50310 Diploma of International Education
Services
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TAE Training and Education Training Package
Implementation Guide

TAE70311 Vocational Graduate Certificate in
International Education Services.
New skill set:

1
August 2013
TAESS0010 Advanced Assessor Skill Set.
Primary release of restructured training package.
The TAE Training and Education Training Package conforms to the Standards for Training Packages.
Equivalence of outcomes has been maintained in transitioning existing TAE10 Training and Education
Training Package units into the new format. Users of the TAE10 TAE Training and Education Training
Package will note a number of changes to the unit structure. Some changes include:



more detailed assessment requirements including performance evidence and knowledge evidence
inclusion of information on foundation skills
removal of range statement information.
Further information on the Standards for Training Packages is available from the National Skills Standards
Council (NSSC) website:
<http://www.nssc.natese.gov.au/training_packages/standards_and_policies/standards_for_training_pack
ages>
Mapping to previous version of the training package*
When training package amendments are endorsed, they must include sufficient information to help users
understand the relationship with previous training package components. Due to regulatory requirements
for the VET system, the question of whether TAE qualifications are equivalent with previous versions is of
particular significance to the VET workforce.
Refer to the following IBSA resources for further information on equivalence.





User Guide: TAE40114 Certificate IV in Training and Assessment includes information on
processes for demonstration of equivalent competence.
Self-assessment tool for TAE40114 includes information on demonstrating equivalent
competence with TAE40114.
User Guide: Diplomas of VET and Training Design and Development includes information on
demonstrating equivalent competence with TAE50114/TAE50111 in order to deliver TAE40114.
User Guide: Address Foundation Skills Skill Set includes information on the equivalence of
TAELLN411 with TAELLN401A
User Guide: Graduate Diplomas Language, Literacy and Numeracy includes an explanation of AQF
alignment and equivalence with previous versions.
Qualifications
Mapping from TAE10 Training and Education Training Package v3.4 and TAE Training and Education
Training Package v2.
Key: E = equivalent, N = not equivalent, N/A = not applicable
TAE10 Training and
Education Training
Package v3.4
TAE Training and
Education Training
Package v2
Comments
E/N
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TAE Training and Education Training Package
Implementation Guide
TAE40110 Certificate
IV in Training and
Assessment
TAE40114 Certificate IV
in Training and
Assessment
TAE50111 Diploma of
Vocational Education
and Training
TAE50114 Diploma of
Vocational Education and
Training
TAE50211 Diploma of
Training Design and
Development
TAE80312 Vocational
Graduate Certificate in
Digital Education
TAE50310 Diploma of
International Education
Services
TAE70311 Vocational
Graduate Certificate in
International Education
Services
TAE50214 Diploma of
Training Design and
Development
TAE80314 Graduate
Certificate in Digital
Education
N/A
N/A
Inclusion of TAELLN411 into core.
Now 8 core and 2 electives, previously
7 core and 3 electives.
Equivalent only if the TAELLN411 or
TAELLN401A are also held.
Units revised to meet Standards for
Training Packages.
TAELLN401A has been replaced in the
core units with TAELLN501.
Units revised to meet Standards for
Training Packages.
N
Units revised to meet Standards for
Training Packages.
E
E
E
Deleted due to lack of uptake.
N/A
Deleted due to lack of uptake.
N/A
Mapping from TAE Training and Education Training Package v1 and TAE Training and Education Training
Package v2.
Key: E = equivalent, N = not equivalent, N/A = not applicable
TAE Training and
Education Training
Package v1
TAE80113 Graduate
Diploma of Adult
Language, Literacy and
Numeracy Practice
(Release 1)
TAE80213 Graduate
Diploma of Adult
Language, Literacy and
Numeracy Leadership
(Release 1)
TAE Training and
Education Training
Package v2
TAE80113 Graduate
Diploma of Adult
Language, Literacy and
Numeracy Practice
(Release 2)
TAE80213 Graduate
Diploma of Adult
Language, Literacy and
Numeracy Leadership
(Release 2)
Comments
E/N
Unit TAEASS505 updated to meet
Standards for Training Packages.
E
Unit TAELED704 updated to meet
Standards for Training Packages.
E
Imported unit codes updated.
Review of TAE10 qualifications – Management Learning qualifications
TAE70210 Vocational Graduate Certificate in Management (Learning) and TAE80210 Vocational Graduate
Diploma of Management (Learning) are being reviewed to determine their relationship with the new suite
of Leadership and Management qualifications in the BSB Business Services Training Package.
Skill Sets
Mapping from TAE10 Training and Education Training Package v3.4 and TAE Training and Education
Training Package v2.
Key: E = equivalent, N = not equivalent, N/A = not applicable
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TAE Training and Education Training Package
Implementation Guide
TAE10 Training and
Education Training
Package v3.4
N/A
TAESS0001 Assessor
Skill Set
TAE Training and
Education Training
Package v2
TAESS0010 Advanced
Assessor Skill Set
TAESS0011 Assessor
Skill Set
TAESS0002 Enterprise
and Industry
Engagement Skill Set
TAESS0003 Enterprise
Trainer and Assessor
Skill Set
TAESS0005
Sustainable Practice
Skill Set
TAESS0006 Workplace
Supervisor Skill Set
TAESS0012 Enterprise
and Industry Engagement
Skill Set
TAESS0015 Enterprise
Trainer and Assessor Skill
Set
TAESS0016 Sustainable
Practice Skill Set
TAESS0007 Enterprise
Trainer – Presenting
Skill Set
TAESS0008 Enterprise
Trainer – Mentoring
Skill Set
TAESS0014 Enterprise
Trainer – Presenting Skill
Set
TAESS0013 Enterprise
Trainer – Mentoring Skill
Set
TAESS0017 Workplace
Supervisor Skill Set
Comments
E/N
New skill set
N/A
Units revised to
meet Standards for
Training Packages
Units revised to
meet Standards for
Training Packages
Units revised to
meet Standards for
Training Packages
Units revised to
meet Standards for
Training Packages
Units revised to
meet Standards for
Training Packages
Units revised to
meet Standards for
Training Packages
Units revised to
meet Standards for
Training Packages
E
E
E
E
E
E
E
Units of competency
Key: E = equivalent, N = not equivalent, N/A = not applicable
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TAE Training and Education Training Package
Implementation Guide
TAE10 Training and
Education Training
Package v3.4
TAEASS301B
Contribute to
assessment
TAEASS401B Plan
assessment activities
and processes
TAEASS402B Assess
competence
Code and title
TAE V.2
Comments
E/N
TAEASS301 Contribute to
assessment
Updated to meet Standards for Training
Packages.
E
TAEASS401 Plan
assessment activities and
processes
TAEASS402 Assess
competence
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
TAEASS403B
Participate in
assessment validation
TAEASS501A Provide
advanced assessment
practice
TAEASS502B Design
and develop
assessment tools
TAEASS503A Lead
assessment validation
process
TAEASS504A Develop
and implement
recognition strategies
TAEASS403 Participate in
assessment validation
Updated to meet Standards for Training
Packages.
E
TAEASS501 Provide
advanced assessment
practice
TAEASS502 Design and
develop assessment tools
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
TAEASS503 Lead
assessment validation
process
TAEASS504 Develop and
implement recognition
strategies
Updated to meet Standards for Training
Packages.
E
E
TAEASS505A Lead and
coordinate assessment
systems and services
TAEASS505 Lead and
coordinate assessment
systems and services
TAEASS801A Analyse,
implement and
evaluate e-assessment
TAEDEL301B Provide
work skill instruction
TAEASS801 Analyse,
implement and evaluate
e-assessment
TAEDEL301 Provide work
skill instruction
Updated to meet Standards for Training
Packages.
Incorporates changes to meet current
recognition practices of training
organisations and lead assessors.
Updated to meet Standards for Training
Packages.
Minor edit to performance criteria for
element 3 to clarify meaning.
Updated to meet Standards for Training
Packages.
Updated to meet Standards for Training
Packages.
E
TAEDEL401A Plan,
organise and deliver
group-based learning
TAEDEL402A Plan,
organise and facilitate
learning in the
workplace
TAEDEL403A
Coordinate and
facilitate distancebased learning
TAEDEL404A Mentor in
the workplace
TAEDEL401 Plan,
organise and deliver
group-based learning
TAEDEL402 Plan,
organise and facilitate
learning in the workplace
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
TAEDEL403 Coordinate
and facilitate distancebased learning
Updated to meet Standards for Training
Packages.
E
TAEDEL404 Mentor in the
workplace
Updated to meet Standards for Training
Packages.
E
TAEDEL501A Facilitate
e-learning
TAEDEL501 Facilitate elearning
Updated to meet Standards for Training
Packages.
E
TAEDEL502A Provide
advanced facilitation
practice
TAEDEL502 Provide
advanced facilitation
practice
Updated to meet Standards for Training
Packages.
E
E
E
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TAE Training and Education Training Package
Implementation Guide
TAEDEL801A Evaluate,
implement and use ICTbased educational
platforms
TAEDEL802A Use elearning with social
media
TAEDES401A Design
and develop learning
programs
TAEDES402A Use
training packages and
accredited courses to
meet client needs
TAEDES501A Design
and develop learning
strategies
TAEDES502A Design
and develop learning
resources
TAEDES503A Design
and develop e-learning
resources
TAEDES504A Research
and develop units of
competency
TAEDES505A Evaluate
a training program
TAEDEL801 Evaluate,
implement and use ICTbased educational
platforms
TAEDEL802 Use elearning 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
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
TAEICR501A Work in
partnership with
industry, enterprises
and community groups
TAELED703A
Implement improved
learning practice
TAELED704A Review
enterprise e-learning
systems and solutions
implementation
TAELED801A Design
pedagogy for e-learning
TAEICR501 Work in
partnership with industry,
enterprises and
community groups
TAELED703 Implement
improved learning
practice
TAELED704 Review
enterprise e-learning
systems and solutions
implementation
TAELED801 Design
pedagogy for e-learning
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
TAELED802A
Investigate the
application of ICT
content knowledge
TAELLN501B Support
the development of
adult language, literacy
and numeracy skills
TAEPDD501A Maintain
and enhance
professional practice
TAERES501A Apply
research to training and
assessment practice
TAELED802 Investigate
the application of ICT
content knowledge
Updated to meet Standards for Training
Packages.
E
TAELLN501 Support the
development of adult
language, literacy and
numeracy skills
TAEPDD501 Maintain
and enhance professional
practice
TAERES501 Apply
research to training and
assessment practice
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
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TAE Training and Education Training Package
Implementation Guide
TAESUS501A Analyse
and apply sustainability
skills to learning
programs
TAESUS502A Identify
and apply current
sustainability education
principles and practice
to learning programs
TAETAS401A Maintain
training and
assessment
information
TAETAS501B
Undertake
organisational training
needs analysis
TAESUS501 Analyse and
apply sustainability skills
to learning programs
Updated to meet Standards for Training
Packages.
E
TAESUS502 Identify and
apply current
sustainability education
principles and practice to
learning programs
TAETAS401 Maintain
training and assessment
information
Updated to meet Standards for Training
Packages.
E
Updated to meet Standards for Training
Packages.
E
TAETAS501 Undertake
organisational training
needs analysis
Updated to meet Standards for Training
Packages.
E
Overview of the TAE Training and Education Training Package *
Training packages:

provide a consistent and reliable set of components for training

enable nationally recognised qualifications to be awarded through direct assessment of
workplace competencies

encourage the development and delivery of flexible training that suits individual and industry
requirements

encourage learning and assessment in a work-related environment that leads to verifiable
workplace outcomes.
They describe the skills and knowledge needed to perform effectively in the workplace. They do not
prescribe how someone should be trained.
More information about training packages can be found on the NSSC website:
<http://www.nssc.natese.gov.au/training_packages/standards_and_policies/standards_for_training_pack
ages>
Space for specific information if required:
The TAE Training and Education Training Package houses all IBSA education and training qualifications,
skill sets and units.
Who can train and assess against training packages?
For the purpose of national recognition, training and assessment must be conducted by an RTO with the
qualifications or specific units of competency on its scope of registration.
RTOs who want to deliver material not on their scope of registration, will need to work in partnership with
RTOs who do have the material on their scope of registration.
RTOs are responsible for ensuring training and assessment is conducted by appropriately qualified
practitioners and complies with the relevant requirements in the Standards for NVR Registered Training
Organisations
http://www.asqa.gov.au/about-asqa/national-vet-regulation/vet-quality-framework.html
or the NSSC website: http://www.nssc.natese.gov.au.
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TAE Training and Education Training Package
Implementation Guide
In some cases RTOs may need to use team-based or collaborative approaches to bring together all the
necessary skills and knowledge to train and assess the full range of skills within a program of vocational
training.
Space for specific information if required: Please use subheadings in this section as it could become quite
long. Suggested to also include Assessor Requirements and Vocational Competencies information.
Assessor requirements for TAE40114 Certificate IV in Training and Assessment
The 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 by the NSSC 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.
In recognition of their significance to the VET system, core units in the TAE40114 Certificate IV include the
following requirement in the assessment conditions:
Assessors of this unit must hold the TAE50111 Diploma of Vocational Education and
Training or the TAE50114 or demonstrate equivalence of competencies.
As with any new qualification, RTOs will need to ensure that their trainers/assessors have the vocational
competency to deliver the qualification.
Maintaining Currency
Assessors have a responsibility to maintain currency in all areas of their own vocational competence. Moy
(2001) defines industry currency as maintaining, upgrading and, if required, widening competence in the
specialised industry skills and knowledge needed to deliver and assess vocational education and training
(VET) qualifications/courses.
Currency includes maintaining professional knowledge about the industry sector, including technologies
and workplace practices. This may be achieved through:

participation in relevant professional development activities

participation in networks, communities of practice or mentoring activities

personal development through reading of industry journals

participating in formal (nationally endorsed or State/Territory accredited) and/or informal training
or professional learning

returning to work in industry.
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TAE Training and Education Training Package
Implementation Guide
Assessors working with the TAE Training and Education Training Package need to maintain professional
knowledge about the education and training industry, and specifically of the VET sector. IBSA has
developed resources that support practitioners and RTO managers with capability building and continuous
professional development.


The VET Practitioner Capability Framework describes broad capabilities required for a range of job
roles in the VET sector. Supporting resources describe how practitioners can use the Framework to
review their capabilities and plan their careers. The Framework is available on the IBSA website:
https://ibsa.org.au/vet-practitioner-capability-framework
IBSA Online VET Capability Communities provide practical content, blogs and discussions in a
professional, informed environment that supports quality practice and elevates the status of VET
professionals. The communities can be accessed on the IBSA website:
http://vetcommunity.ibsa.org.au
Mode of delivery
Space for specific information if required: Delivery and assessment from 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.
Further information on practice environments is included in the IBSA User Guides for specific TAE
qualifications.
Regulation and licensing implementation issues*
Licensing, legislative and certification requirements that apply to specific industries and VET, vary across
each State and Territory, and can regularly change. Contact the relevant State or Territory Department/s to
check if licensing/registration requirements apply.
There are no licensing, legislative or certification requirements that apply to the TAE Training and
Education Training Package.
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TAE Training and Education Training Package
Implementation Guide
Implementation Information
Information on the key features of the training package and the industry
that will impact on the selection of training pathways*
Pathways generally define a path or sequence of learning or experience that can be followed to attain
competency. They also describe the way in which training and assessment is undertaken in an education
or training program. They are not mandatory and may vary depending on the qualification or training
program and the needs of the individual.
All qualifications within the training package can be achieved by a variety of pathways and delivery
methods, either on-the-job or through a combination of on- and off-the-job training and recognition
processes.
Entry requirements are the knowledge, skills or experience required to enter a qualification. They may be
expressed as units of competency or vocational experience or a combination of both and must be
demonstrated prior to commencing the qualification.
Space for specific information if required:
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 TAE40114 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.
Career pathways
IBSA has designed the TAE Training and Education Training Package to respond to the need for advancing
the skills and knowledge of VET practitioners. 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.
IBSA’s VET Practitioner Capability Framework can be used as a mechanism for understanding the options
available for building practitioner capability and progressing career pathways through the use of
qualification and skill set options across the three levels of the Framework.
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TAE Training and Education Training Package
Implementation Guide
Level 3
Developing
specialist
skills
Level 2
In depth knowledge and established skills to shape a team’s training and
assessment practice, inspire others, lead change processes and provide specialist
advice and support
TAE80114 Graduate
Diploma of Adult
Language, Literacy and
Numeracy Practice
TAE80214 Graduate
Diploma of Adult
Language, Literacy and
Numeracy Leadership
TAE80314 Graduate
Certificate in Digital
Education



Advanced theoretical and practical knowledge of training and assessment to
employ a wide range of teaching and assessment methods and provide guidance
and support to other VET practitioners
Developing
advanced
skills
TAE50114 Diploma of
Vocational Education
and Training
TAE50214 Diploma of
Training Design and
Development


TAESS0012
Enterprise and
Industry
Engagement Skill
Set
TAESS0016
Sustainable
Practice Skill Set
TAESS0009
Address
Foundation Skills
in Vocational
Practice Skill Set
TAESS0010
Advanced
Assessor Skill Set




Broad theoretical and practical knowledge of training and assessment to
operate independently and seek guidance when necessary
Level 1
TAE40114 Certificate IV
in Training and
Assessment
Getting
started in
VET

TAESS0011
Assessor Skill Set
TAESS0015
Enterprise Trainer
and Assessor Skill
Set
TAESS0014
Enterprise Trainer
Presenting Skill
Set
TAESS0013
Enterprise Trainer
Mentoring Skill
Set
TAESS0017
Workplace
Supervisor Skill
Set
Volume of learning
Australian Qualifications Framework (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
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TAE Training and Education Training Package
Implementation Guide
conscious of AQF expectations around volume of learning. AQF volume of learning specifications that apply
to qualifications in the TAE Training and Education Training Package are described in the table.
Qualification
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.
Access and equity considerations
An individual’s access to the assessment process should not be adversely affected by restrictions placed
on the location or context of assessment.
Good vocational education, training and assessment includes making adjustments to what we do to meet
the learning and assessment needs of individuals. An open mind, common sense and tailoring training and
assessment to individual circumstances should ensure individuals achieve the standards employers and
RTOs expect.
An adjustment is any measure or action that a learner requires because of their disability, which has the
effect of assisting the learner to access and participate in education and training on the same basis as
learners without a disability. An adjustment is reasonable if it achieves this purpose while taking into
account factors such as the nature of the learner’s disability, the views of the learner, the potential effect
of the adjustment on the learner and others, and the costs and benefits of making the adjustment.
Reasonable adjustments need only be that – reasonable. It is about identifying what adjustments might
reasonably be made and how they may be put into place.
Assessment processes and techniques should be modified for distance-based learners, be culturally
appropriate and suitable to the communication skill level, language, literacy and numeracy capacity of the
candidate and the work being performed.
Where applicable, physical resources should include equipment modified for people with specific needs as
well as assistance to support their participation in the assessment process.
Space for specific information if required:
Foundation skills*
In IBSA training packages foundation skills encompass the skills of reading, writing, oral communication,
numeracy and learning described by the Australian Core Skills Framework (ACSF), and the employability
skills described by the Core Skills for Work Framework (CSfW).
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The Standards for Training Packages requires that foundation skills are identified in units of competency.
There is no need to assess the foundation skills separately as they are an integrated part of the unit, and
as such, should be considered as part of the performance and knowledge evidence requirements.
Space for specific information if required: Employability Skills information may be suitable here.
Advice on any WHS implications in the industry*
Where necessary, work health and safety (WHS) requirements have been incorporated in all IBSA training
packages at a unit of competency level. They are either embedded within units of competency or specific
WHS units have been developed and included at the qualification level.
In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to
contextualise the unit of competency by referring to the existing State/Territory occupational health and
safety (OHS) legislative requirements.
Space for specific information if required: note: this section is compulsory if information exists.
Resource and equipment list relevant to the training package *
A range of resources that are essential for assessment across all qualifications in the training package
have been identified below.
Details of specific resources, including equipment and materials essential for assessment are included
under Assessment Conditions in the Assessment Requirements.
Space for specific information if required 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.
Further information on practice environments is included in IBSA User Guides for qualifications within the
TAE.
Legal considerations for learners in the workplace/on placements*
Legal requirements that apply to specific industries and VET vary across each State and Territory, and can
regularly change. Contact the relevant State or Territory Department/s to check if legal requirements apply.
Space for specific information if required Also include VETiS statements i.e. state requirements etc. if
applicable. (note: specific VETiS information is provided in the Qualification section of this document).
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TAE Training and Education Training Package
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Qualifications
What is Australian Qualifications Framework (AQF)?
The Australian Qualifications Framework (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 AQF website: http://www.aqf.edu.au
Space for specific information if required
Qualification codes
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:
Example
Training and
Education Training
Package
The qualification was
endorsed in 2014
TAE80314
AQF level 8
This qualification is
the 3rd in the
sequence at this AQF
level
Explanation of the qualifications and the various industry sectors*
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 includes 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.
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TAE Training and Education Training Package
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Detail on qualifications and industry occupational outcomes*
TAE40114 Certificate IV in Training and Assessment
The Certificate IV in Training and Assessment is established as the minimum requirement for delivering
and assessing nationally recognised VET qualifications and units of competency.
This qualification reflects the roles of individuals delivering training and assessment services in the
vocational education and training (VET) sector. 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.
Achievement of the TAE40114 requires completion of eight core units and two elective units.
Core units
 TAEASS401 Plan assessment activities and processes
 TAEASS402 Assess competence
 TAEASS403 Participate in assessment validation
 TAEDEL401 Plan, organise and deliver group-based learning
 TAEDEL402 Plan, organise and facilitate learning in the workplace
 TAEDES401 Design and develop learning programs
 TAEDES402 Use training packages and accredited courses to meet client needs
 TAELLN411 Address adult language, literacy and numeracy skills
Elective units
At least one elective unit must be selected from Group A (below). The remaining elective unit may be
selected from Group A or B or from any currently endorsed training package or accredited course at
Certificate IV or above. The elective units chosen must be relevant to the work outcome and meet local
industry needs.
Group A
 TAEASS301 Contribute to assessment
 TAEASS502 Design and develop assessment tools
 TAEDEL301 Provide work skill instruction
 TAEDEL403 Coordinate and facilitate distance-based learning
 TAEDEL404 Mentor in the workplace
 TAEDEL501 Facilitate e-learning
 TAELLN412 Access resources and support to address foundation skills
 TAELLN413 Integrate foundation skills into vocational training delivery
 TAETAS401 Maintain training and assessment information
Group B
 BSBAUD402 Participate in a quality audit
 BSBCMM401 Make a presentation
 BSBLED401 Develop teams and individuals
 BSBMKG413 Promote products and services
 BSBREL402 Build client relationships and business networks
 BSBRES401 Analyse and present research information
Implementation guidance for the TAE40114 Certificate IV in Training and Assessment is available in the
<IBSA User Guide: TAE40114 Certificate IV in Training and Assessment> [link]
TAE50114 Diploma of Vocational Education and Training
This qualification reflects the roles of experienced practitioners delivering training and assessment
services usually within Registered Training Organisations (RTOs) within VET sector. They may have a role in
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TAE Training and Education Training Package
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leading other trainers and assessors and in providing mentoring or advice to new trainers or assessors as
well as designing approaches to learning and assessment strategies across a significant area within the
RTO.
Achievement of the TAE50114 requires completion of six core units and four elective units.
Core units
 TAEASS501 Provide advanced assessment practice
 TAEASS502 Design and develop assessment tools
 TAEDEL502 Provide advanced facilitation practice
 TAEDES501 Design and develop learning strategies
 TAELLN501 Support the development of adult language literacy and numeracy skills
 TAEPDD501 Maintain and enhance professional practice
Elective units
At least two elective units must be selected from the electives listed below. The remaining two elective
units may be selected from any currently endorsed training package or accredited course from a
qualification or course at Diploma level or above. The elective units chosen must be relevant to the work
outcome and meet local industry needs.















TAEASS503 Lead assessment validation processes
TAEASS504 Develop and implement recognition strategies
TAEDEL501 Facilitate e-learning
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
TAELLN411 Address adult language, literacy and numeracy skills
TAELLN412 Access resources and support to address foundation skills
TAELLN413 Integrate foundation skills into vocational training delivery
TAETAS501 Undertake organisational training needs analysis
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
Implementation guidance for the TAE50114 Diploma of Vocational Education and Training is available in
the <IBSA User Guide: Diplomas of VET and Training Design and Development > [link]
TAE50214 Diploma of Training Design and Development
This qualification reflects the roles of training developers and instructional designers who are responsible
for analysing training needs and designing training solutions and products to meet workplace capability
requirements, and evaluating the effectiveness of training programs. They may have a role in providing
guidance and advice to trainers and assessors, promoting innovative practices, e.g. e-learning, and in
researching, and incorporating best practice in training and assessment into training programs and
products.
Achievement of the TAE50214 requires completion of five core units and five elective units.
Core units
 TAEASS502 Design and develop assessment tools
 TAEDES501 Design and develop learning strategies
 TAEDES502 Design and develop learning resources
 TAEDES505 Evaluate a training program
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 TAETAS501 Undertake organisational training needs analysis
Elective units
At least three elective units must be selected from the elective units listed below. The remaining two
elective units may be selected from any currently endorsed training package, or accredited course from a
qualification or course at Diploma level or above. The elective units chosen must be relevant to the work
outcome and meet local industry needs.
















TAEASS501 Provide advanced assessment practice
TAEASS503 Lead assessment validation processes
TAEASS504 Develop and implement recognition strategies
TAEDEL501 Facilitate e-learning
TAEDEL502 Provide advanced facilitation practice
TAEDES503 Design and develop e-learning resources
TAEDES504 Research and develop units of competency
TAEPDD501 Maintain and enhance professional practice
TAEICR501 Work in partnership with industry, enterprises and community groups
TAELLN411 Address adult language, literacy and numeracy skills
TAELLN412 Access resources and support to address foundation skills
TAELLN413 Integrate foundation skills into vocational training delivery
TAELLN501 Support the development of adult language literacy and numeracy skills
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
Implementation guidance for the TAE50213 Diploma of Training Design and Development is available in
the <IBSA User Guide: Diplomas of VET and Training Design and Development > [link]
TAE80314 Graduate Certificate in Digital Education
This qualification reflects the roles of individuals who apply substantial specialised skills and knowledge in
the field of education and capability development, using information and communication technologies
(ICT). Individuals in these roles make high-level, independent judgements, involving planning and designing
operational and educational outcomes, within highly varied and specialised contexts. The qualification is
designed to enhance, but not replace, a teaching or training qualification.
Achievement of the TAE80314 requires completion of three core units and two elective units.
Core units
 TAEDEL801 Evaluate, implement and use ICT-based educational platforms
 TAEDEL802 Use e-learning with social media
 TAELED801 Design pedagogy for e-learning
Elective units
At least one elective unit must be selected from Group A or Group B below. The remaining elective unit may
be selected from the same group as the first elective, or from any accredited course or endorsed training
package at Vocational Graduate Certificate level or above. The elective units chosen must be relevant to
the work outcome and meet local industry needs.
Group A
 TAEASS801 Analyse, implement and evaluate e-assessment
 TAELED703 Implement improved learning practice
 TAELED802 Investigate the application of ICT content knowledge
Group B
 BSBRES801 Initiate and lead applied research
 ICTICT805 Direct ICT procurement
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TAE Training and Education Training Package
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
TAELED704 Review enterprise e-learning systems and solutions implementation
TAE80114 Graduate Diploma of Adult Language, Literacy and Numeracy Practice
This qualification reflects the roles of individuals who apply substantial specialised skills and knowledge in
the field of adult language, literacy and numeracy practice. In these roles they make significant high level
judgements to analyse, plan, deliver and evaluate specialised teaching functions within complex contexts.
Adult language, literacy and numeracy skills development is provided by a range of training organisations
in vocational education settings, workplaces and the community. Titles for job roles with responsibility for
adult language, literacy and numeracy delivery and assessment vary across different organisational
contexts. Possible job titles include:






practitioner, Workplace English Language and Literacy (WELL) program
teacher, Language, Literacy and Numeracy Program (LLNP)
concurrent assistance teacher, training organisation
adult literacy and numeracy teacher, training organisation
trainer and assessor, training organisation
program coordinator, adult community education organisation.
This qualification may not meet the requirements for TESOL teaching. It is advisable to check with relevant
jurisdictions and in the human resource statements in accredited course documentation.
Achievement of the TAE80114 requires completion of four core and two elective units.
Core units
 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
Elective units
At least one of the elective units must be selected from the elective list below. The second elective unit
may be selected from the elective list or from any currently endorsed training package or accredited course
at Graduate Certificate or Graduate Diploma level. Elective units must be relevant to work outcomes and
industry requirements.





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
TAEASS505 Lead and coordinate assessment systems and services
TAELLN813 Formulate workplace strategy for adult language, literacy and numeracy skill
development
TAELLN816 Initiate, develop and evaluate adult language, literacy and numeracy resources
Advice for users of the TAE80114 Graduate Diploma in Adult Language, Literacy and Numeracy Practice is
available in the <IBSA User Guide: Graduate Diplomas of Language, Literacy and Numeracy > [link]
TAE80214 Graduate Diploma of Adult Language, Literacy and Numeracy Leadership
This qualification reflects the role of individuals who apply highly specialised skills and knowledge in the
field of adult language, literacy and numeracy practice. In these roles they generate and evaluate complex
ideas through the analysis of policy, information and concepts at an abstract level; and design and
implement appropriate responses through a combination of research, targeted strategies for language,
literacy and numeracy programs in different contexts, and the application of teaching practices.
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TAE Training and Education Training Package
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The diversity of learners attending adult language, literacy and numeracy provision requires effective and
innovative educational leaders, program managers and researchers with responsibility for adult language,
literacy and numeracy policy development and response, and program design and review. This qualification
develops the skills and knowledge required to fulfil this responsibility in a variety of roles. Possible job titles
include:








adult literacy and numeracy teacher or leader, training organisation
practitioner or coordinator, Workplace English Language and Literacy (WELL) program
senior educator – teaching and learning, training organisation
adult literacy and numeracy resource developer
program coordinator, training organisation
educational consultant
workforce development leader
policy advisor on language, literacy and numeracy.
This qualification may not meet the requirements for TESOL teaching. It is advisable to check with relevant
jurisdictions and in the human resource statements in accredited course documentation.
Achievement of the TAE80214 requires completion of three core units and four elective units.
Core units
 BSBRES801 Initiate and lead applied research
 TAELLN811 Analyse policy and formulate strategic language, literacy and numeracy response
 TAELLN812 Research and implement new adult language, literacy and numeracy practices
Elective units
At least of the elective units must be selected from the elective unit list below. Up to two elective units may
be selected from the elective list or from any currently endorsed training package or accredited course at
Graduate Certificate or Graduate Diploma level.








TAELED704A Review enterprise e-learning systems and solutions implementation
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
BSBINN801 Lead innovative thinking and practice
BSBREL803 Develop and cultivate collaborative partnerships and relationships
Advice for users of the TAE80214 Graduate Diploma in Adult Language, Literacy and Numeracy Leadership
is available in the <IBSA User Guide: Graduate Diplomas of Language, Literacy and Numeracy > [link]
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TAE Training and Education Training Package
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Qualifications in the TAE Training and Education Training Package version 2
Code
TAE40114
TAE50114
TAE50214
TAE80114
TAE80214
Title
Certificate IV in Training and Assessment
Diploma of Vocational Education and Training
Diploma of Training Design and Development
Graduate Diploma of Adult Language, Literacy and Numeracy Practice
Graduate Diploma of Adult Language, Literacy and Numeracy Leadership
TAE80314
Graduate Certificate in Digital Education
Qualifications options
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.
IBSA recommends that elective units should be used to provide a vocational focus for the qualification,
they should be relevant to the:
 qualification level
 job role
 work outcomes
 local industry needs.
Review of TAE10 qualifications – Management Learning qualifications
TAE70210 Vocational Graduate Certificate in Management (Learning) and TAE80210 Vocational Graduate
Diploma of Management (Learning) are being reviewed to determine their relationship with the new suite
of Leadership and Management qualifications in the BSB Business Services Training Package.
Australian Apprenticeships in the Training and Education Industry
The Australian Apprenticeships website offers information about traineeships and apprenticeships and
includes a link to the State and Territory Training Authority (STA) that monitors provision. Visit
www.australianapprenticeships.gov.au for more information.
No qualification in the TAE Training and Education Training Package is suitable for Australian
Apprenticeships.
What is VET in schools?
VET in schools (VETiS) provides for nationally recognised VET undertaken as part of a senior secondary
certificate based on industry standards.
Successful completion of a VETiS program enables students to gain a nationally-recognised AQF
qualification, usually at the same time as their school-based qualification.
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VETiS programs are packaged and delivered in a variety of ways across Australia. There are three main
types of delivery arrangements for VETiS programs:
 schools can be 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.
No qualification in the TAE Training and Education Training Package is suitable for VET in Schools.
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Skill Sets
Skill Sets
Skill Sets are defined as single units of competency, or combinations of units of competency, from an
endorsed training package/s that link to a licensing or regulatory requirement, or a defined industry need.
The TAE Training and Education Training Package includes nine 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 or addressing foundation skills.
Skill Sets in the TAE Training and Education Training Package version 2*
Code
TAESS0009
TAESS0010
TAESS0011
TAESS0012
TAESS0013
TAESS0014
TAESS0015
TAESS0016
TAESS0017
Title
Address Foundation Skills in Vocational Practice Skill Set
Advanced Assessor Skill Set
Assessor Skill Set
Enterprise and Industry Engagement Skill Set
Enterprise Trainer – Mentoring Skill Set
Enterprise Trainer – Presenting Skill Set
Enterprise Trainer and Assessor Skill Set
Sustainable Practice Skill Set
Workplace Supervisor Skill Set
TAESS0009 Address Foundation Skills in Vocational Practice Skill Set
This Skill Set is designed to build the capacity of vocational trainers and assessors to address the
foundation skills development needs of learners within their vocational practice.
Achievement of the Skill Set requires completion of three units of competency:



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.
Advice for users of the Address Foundation Skills in Vocational Practice Skill Set is available in the <IBSA
User Guide: Address Foundation Skills Skill Set> [link]
TAESS0010 Advanced Assessor Skill Set
This Skill Set is designed to provide VET practitioners with the assessor competencies to meet NVR/AQTF
requirements.
Achievement of the Skill Set requires the completion of four units of competency:




TAEASS501 Provide assessment practice
TAEASS502 Design and develop assessment tools
TAEASS503 Lead assessment validation processes
TAEASS504 Develop and implement recognition strategies.
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TAESS0011 Assessor Skill Set
This Skill Set enables individuals to obtain the assessment competencies to assess according to AQTF
requirements.
Achievement of the Skill Set requires completion of three units of competency:



TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation.
TAESS0012 Enterprise and Industry Engagement Skill Set
This Skill Set supports the development and implementation of recognition of prior learning (RPL)
strategies and the engagement of VET practitioners with enterprises and industry.
Achievement of the Skill Set requires completion of three units of competency:



TAEASS504 Develop and implement recognition strategies
TAEICR501 Work in partnership with industry, enterprises and community groups
TAETAS501 Undertake organisational training and needs analysis.
TAESS0013 Enterprise Trainer – Mentoring Skill Set
This Skill Set is suitable for enterprise trainers who work mainly with individuals or small groups.
Achievement of the Skill Set requires completion of two units of competency:


TAEDEL301 Provide work skill instruction
TAEDEL404 Mentor in the workplace.
TAESS0014 Enterprise Trainer – Presenting Skill Set
This Skill Set is suitable for enterprise trainers who work mainly in classroom situations.
Achievement of the Skill Set requires the completion of two units of competency:


TAEDEL301 Provide work skill instruction
BSBCMM401 Make a presentation.
TAESS0015 Enterprise Trainer and Assessor Skill Set
This Skill Set develops the skills and knowledge needed for enterprise trainers and assessors working in an
enterprise RTO, or in an enterprise that works with an RTO in an auspicing arrangement. It enables
individuals to deliver and assess nationally endorsed units or qualifications.
Achievement of the Skill Set requires the completion of four units of competency:




TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
TAEDEL301 Provide work skill instruction.
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TAESS0016 Sustainable Practice Skill Set
This Skill Set provides the additional skills and knowledge required by trainers and assessors who are
engaged in developing green skills in the VET sector.
Achievement of the Skill Set requires the completion of two units of competency:


TAESUS501 Analyse and apply sustainability skills to learning programs
TAESUS502 Identify and apply current sustainability education principles and practices to learning
programs.
TAESS0017 Workplace Supervisor Skill Set
This Skill Set provides the skills and knowledge needed by supervisors and managers involved in
developing the skills of their team. These competences are identified as essential skills for those engaged
in supervising apprentices.
Achievement of the Skill Set requires the completion of three units of competency:



TAEASS301 Contribute to assessment
TAEDEL301 Provide work skill instruction
TAEDEL404 Mentor in the workplace.
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TAE Training and Education Training Package
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Competency Standards
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 Training Package –
introduction
Units of competency are the nationally agreed statements of the skills and knowledge required for effective
performance in the workplace. They describe work outcomes as agreed by industry. As such, they do not
describe how 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, range of conditions under which the activity is
conducted and the language, literacy, numeracy and Employability Skills/Core Skills for Work that are
essential to performance.
Units of competency are not aligned to levels within the Australian AQF. This principle is particularly
important because 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.
Unit of competency codes
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.
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TAE Training and
Education Training
Package
Language, Literacy
and Numeracy
Stream
Example
TAELLN806
This is the 6th unit in
the sequence in the
LLN stream
First packaged at
Graduate Diploma
(AQF Level 8)
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.
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Units of Competency in the TAE Training and Education Training Package
Version 2*
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TAE Training and Education Training Package
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Code
TAEASS301
TAEASS401
TAEASS402
TAEASS403
TAEASS501
TAEASS502
TAEASS503
TAEASS504
TAEASS505
TAEASS801
TAEDEL301
TAEDEL401
TAEDEL402
TAEDEL403
TAEDEL404
TAEDEL501
TAEDEL502
TAEDEL801
TAEDEL802
TAEDES401
TAEDES402
TAEDES501
TAEDES502
TAEDES503
TAEDES504
TAEDES505
TAEICR501
TAELED703
TAELED704
TAELED801
TAELLN411
TAELLN412
TAELLN413
TAELLN501
TAELLN801
TAELLN802
TAELLN803
TAELLN804
TAELLN805
TAELLN806
TAELLN811
TAELLN812
Title
Contribute to assessment
Plan assessment activities and processes
Assess competence
Participate in assessment validation
Provide advanced assessment practice
Design and develop assessment tools
Lead assessment validation process
Develop and implement recognition strategies
Lead and coordinate assessment systems and services
Analyse, implement and evaluate e-assessment
Provide work skill instruction
Plan, organise and deliver group-based learning
Plan, organise and facilitate learning in the workplace
Coordinate and facilitate distance-based learning
Mentor in the workplace
Facilitate e-learning
Provide advanced facilitation practice
Evaluate, implement and use ICT-based educational platforms
Use e-learning with social media
Design and develop learning programs
Use training packages and accredited courses to meet client needs
Design and develop learning strategies
Design and develop learning resources
Design and develop e-learning resources
Research and develop units of competency
Evaluate a training program
Work in partnership with industry, enterprises and community groups
Implement improved learning practice
Review enterprise e-learning systems and solutions implementation
Design pedagogy for e-learning
Address adult language, literacy and numeracy skills
Access resources and support to address foundation skills in vocational
practice
Integrate foundation skills into vocational training delivery
Support the development of adult language, literacy and numeracy skills
Analyse and apply adult literacy teaching practices
Analyse and apply adult numeracy teaching practices
Develop English language skills of adult learners
Implement and evaluate delivery of adult language, literacy and numeracy
skills
Design and conduct pre-training assessment of adult language, literacy and
numeracy skills
Lead the delivery of adult language, literacy and numeracy support services
Analyse policy and formulate strategic language, literacy and numeracy
response
Research and implement new adult language, literacy and numeracy
practices
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TAELLN813
TAELLN814
TAELLN815
TAELLN816
TAELLN817
TAEPDD501
TAERES501
TAESUS501
TAESUS502
TAETAS401
TAETAS501
Formulate workplace strategy for adult language, literacy and numeracy skill
development
Design programs to develop adult language, literacy and numeracy skills
Develop strategy for adult language, literacy and numeracy skill development
in a community program
Initiate, develop and evaluate adult language, literacy and numeracy
resources
Design, implement and evaluate a language, literacy and numeracy
professional development program
Maintain and enhance professional practice
Apply research to training and assessment practice
Analyse and apply sustainability skills to learning programs
Identify and apply current sustainability education principles and practice to
learning programs
Maintain training and assessment information
Undertake organisational training needs analysis
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.
Imported unit code
Imported unit title
BSBAUD402
BSBCMM401
BSBINN801
BSBLED401
BSBMKG413
BSBREL402
Participate in a quality audit
Make a presentation
Lead innovative thinking and practice
Develop teams and individuals
Promote products and services
Build client relationships and business networks
Develop and cultivate collaborative partnerships and
relationships
Analyse and present research information
Initiate and lead applied research
Direct ICT procurement
BSBLDR803
BSBRES401
BSBRES801
ICTICT805
Origin
BSB
BSB
BSB
BSB
BSB
BSB
BSB
BSB
BSB
ICT
Units of Competency with pre-requisites*
There are no units of competency with prerequisites in the TAE Training & Education Training Package.
Unit code and title
Pre-requisite unit code and title
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TAE Training and Education Training Package
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Contacts and Links
Links to other Companion Volumes/training package information*
All IBSA Companion Volumes can be found on the IBSA Website: https://ibsa.org.au/companion_volumes
Innovation and Business Skills Australia
Level 11, 176 Wellington Parade
East Melbourne Vic 3002
Tel: 03 9815 7000
Fax: 03 9815 7001
Web: www.ibsa.org.au
Email: reception@ibsa.org.au
General
Australian Qualifications Framework: Second edition, January 2013
http://www.aqf.edu.au/
TGA website, training packages,
http://www.training.gov.au/
Industry Skills Councils
http://www.isc.org.au
Department of Industry
http://www.innovation.gov.au
Australian Skills Quality Authority (ASQA)
http://www.asqa.gov.au
Industry associations
Australian Council for Adult Literacy
http://www.acal.edu.au/
Australian Council for Private Education and Training
http://www.acpet.edu.au
Adult Learning Australia
https://ala.asn.au/
Enterprise RTO Association
http://www.ertoa.org
TAFE Directors Australia
http://www.tda.edu.au
VELG Training
http://www.velgtraining.com
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TAE Training and Education Training Package
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State and Territory Training Authority
Australian Capital Territory
http://www.det.act.gov.au/home
New South Wales
https://www.det.nsw.edu.au/
Northern Territory
http://www.det.nt.gov.au/
Queensland
http://training.qld.gov.au/
South Australia
http://www.dfeest.sa.gov.au/
Tasmania
http://www.education.tas.gov.au/
Victoria
http://www.vrqa.vic.gov.au/
Western Australia
http://www.dtwd.wa.gov.au
Traineeships and Apprenticeships
The Australian Apprenticeships site (www.australianapprenticeships.gov.au) offers information about
traineeships and apprenticeships and includes links to State and Territory Training Authorities (STAs) that
monitor provision.
Workforce capacity building
Language, Literacy and Numeracy Practitioner Scholarships Program
http://www.industry.gov.au/Pages/default.aspx
National Centre for Vocational Education Research (NCVER)
http://www.ncver.edu.au
National Foundation Skills Strategy for Adults
http://dfeest.sa.gov.au/fswd
National VET e-learning Strategy
http://flexiblelearning.net.au/
Skills @ Work Newsletter
http://www.industry.gov.au/skills/ResourcesAndPublications/Pages/default.aspx
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TAE Training and Education Training Package
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Taking the Lead online resource
http://www.takingthelead.com.au
VET Capability Communities
http://vetcommunity.ibsa.org.au/Home/
VET Practitioner Capability Framework
https://www.ibsa.org.au/vet-practitioner-capability-framework
What Works for LLN
http://www.ideasthatwork.com.au/what-works-for-lln
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