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Since the first training package was endorsed in 1997, industry, society, and the vocational education and training (VET) sector have changed markedly. While training packages were continuously updated and improved, they have now undergone a high level review to see how they, and the structures supporting them, can be improved to strengthen teaching and learning to better meet current and future skill needs. This high level review: researched changes in the world of work and learning in which training packages operate; analysed the way training packages are implemented 'on the ground', including the support materials and professional development available to teachers and trainers, and how well the development and inbuilt review processes work; and has made recommendations for improvements to the training packages model and the systems and structures that support them. This paper is one of eight working papers that were drafted as part of the third phase of the review. It comments on the history of VET reforms to create a national industry led VET system and the development of training packages as a core mechanism for the implementation of a competency-based VET system. It contains: Content and structure of training packages; Users and uses; Training package implementation; Training packages, qualifications and level.

Since the first training package was endorsed in 1997, industry, society, and the vocational education and training (VET) sector have changed markedly. While training packages were continuously updated and improved, they have now undergone a high level review to see how they, and the structures supporting them, can be improved to strengthen teaching and learning to better meet current and future skill needs. This high level review: researched changes in the world of work and learning in which training packages operate; analysed the way training packages are implemented 'on the ground', including the support materials and professional development available to teachers and trainers, and how well the development and inbuilt review processes work; and has made recommendations for improvements to the training packages model and the systems and structures that support them. This paper is one of eight working papers that were drafted as part of the third phase of the review. It explores the relationship between training packages and teaching, learning and assessment. The contents are: Relationship between training packages and teaching, learning and assessment; Supporting quality teaching, learning and assessment.

Since the first training package was endorsed in 1997, industry, society, and the vocational education and training (VET) sector have changed markedly. While training packages were continuously updated and improved, they have now undergone a high level review to see how they, and the structures supporting them, can be improved to strengthen teaching and learning to better meet current and future skill needs. This high level review: researched changes in the world of work and learning in which training packages operate; analysed the way training packages are implemented 'on the ground', including the support materials and professional development available to teachers and trainers, and how well the development and inbuilt review processes work; and has made recommendations for improvements to the training packages model and the systems and structures that support them. This paper is one of eight working papers that were drafted as part of the third phase of the review. It examines the concept of competence and the implications of the definition of competence for the design and structure of training packages. It contains: Purposes and limits; The concept of competence.

Since the first training package was endorsed in 1997, industry, society, and the vocational education and training (VET) sector have changed markedly. While training packages were continuously updated and improved, they have now undergone a high level review to see how they, and the structures supporting them, can be improved to strengthen teaching and learning to better meet current and future skill needs. This high level review: researched changes in the world of work and learning in which training packages operate; analysed the way training packages are implemented 'on the ground', including the support materials and professional development available to teachers and trainers, and how well the development and inbuilt review processes work; and has made recommendations for improvements to the training packages model and the systems and structures that support them. This paper is one of eight working papers that were drafted as part of the third phase of the review. It begins by highlighting the challenge of dealing with the legacy of change, not always well managed, during the period of major training reform over the last decade, particularly with the introduction of training packages. It calls for a collaborative climate to deal with the technical, social and political complexity of training packages and for policy and practice to be re-integrated nationally and locally. The paper also considers the factors which aid the success of training packages such as the partnerships between providers and industry, clearer role definitions, funding and more effective business systems. The contents are: Dealing with a legacy problem; New authorities, new relationships, new conversations; Clarifying roles; Further developing enabling systems.

Since the first training package was endorsed in 1997, industry, society, and the vocational education and training (VET) sector have changed markedly. While training packages were continuously updated and improved, they have now undergone a high level review to see how they, and the structures supporting them, can be improved to strengthen teaching and learning to better meet current and future skill needs. This high level review: researched changes in the world of work and learning in which training packages operate; analysed the way training packages are implemented 'on the ground', including the support materials and professional development available to teachers and trainers, and how well the development and inbuilt review processes work; and has made recommendations for improvements to the training packages model and the systems and structures that support them. This paper is one of eight working papers that were drafted as part of the third phase of the review. It draws on the report from the second phase of the review and explores qualification issues associated directly with the training package model and the design of qualifications. The contents are: Qualifications and skill sets; Statements of attainment; User information; VET statistics; Training package qualification titles; Training package qualifications and the [Australian Qualifications Framework] AQF; Course accreditation; Credit points.