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This resource is for vocational trainers in the wholesale, retail and personal services industries delivering courses in communication, customer service and work health and safety. The resource uses realistic scenarios and practical tools to help build learner understanding of the industry, and workplace contexts and their demands. It provides a model for identifying the core skill demands of vocational units and how to use the Foundation Skills Training Package as a support resource to deliver the critical underpinning core skill concepts in a unit or unit cluster. Working through this resource will help trainers identify where the core skill demands are in the unit being delivered.

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This resource has been developed by the Transport and Logistics Industry Skills Council (TLISC) through funding from the Australian government Department of Industry to provide information and advice about integrating support for core skill development into training planning and delivery. The resource will help vocational education and training (VET) trainers in the transport and logistics industry build support into planning and practice for those learners who struggle with the language, literacy and numeracy (LLN) - or core skill - demands of their course. Language, literacy and numeracy skills can make the difference between whether or not someone succeeds in training and at work. These important skills are now called 'core skills' or 'foundation skills', because they are at the core of - or the foundation to - other more specific technical skills. All units of competency in TLISC training packages clearly describe the foundation skills that are essential to performance in the elements and performance criteria of the unit.

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This design model is for a training package and its companion volume, whose component parts reflect the key features of a streamlined product. The streamlined design model is based on a set of objectives and guidelines, and draws on a combination of existing principles, current thinking and practice, user input, and identified opportunities for improvement. Together, the aims and guidelines embody recommendations 16 and 17 of the [vocational education and training] 'VET products for the 21st century' report. They are intended to complement the existing quality principles that underpin the training package development and endorsement process. The objectives and guidelines have been debated and refined during the development of the design model and are the primary outcome of a project commissioned by TVET Australia, as project managers of the National Quality Council's (NQC) 'VET products for the 21st century' project. Their purpose is to separate performance standards from guidance and supporting information, as well as to simplify, shorten and segment the contents of current training packages to make them more fit for purpose.

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This resource is for vocational trainers in the tourism, travel and hospitality industries delivering courses in communication, customer service and work health and safety. The resource uses realistic scenarios and practical tools to help build learner understanding of the industry, and workplace contexts and their demands. It provides a model for identifying the core skill demands of vocational units and how to use the Foundation Skills Training Package as a support resource to deliver the critical underpinning core skill concepts in a unit or unit cluster. Working through this resource will help trainers identify where the core skill demands are in the unit being delivered.

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This resource is for vocational trainers in the sport, fitness and recreation industries delivering courses in communication, customer service and work health and safety. The resource uses realistic scenarios and practical tools to help build learner understanding of the industry, and workplace contexts and their demands. It provides a model for identifying the core skill demands of vocational units and how to use the Foundation Skills Training Package as a support resource to deliver the critical underpinning core skill concepts in a unit or unit cluster. Working through this resource will help trainers identify where the core skill demands are in the unit being delivered.

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This report details the outcomes of the first year of the Service Skills Workplace English Language and Learning (WELL) project. The principal activities completed during this period are: the review and evaluation of resources available to various Skills Services sectors; the conducting of state and territory workshops to identify areas of language, literacy and numeracy (LLN) needs; and the development of a WELL strategy to address identified needs. As well, the project disseminated information on the WELL program, extended the Service Skills LLN database and network and maintained the 'Taking the lead' web page. Findings relating to LLN service provision include: the need for a 'one stop shop' to be on the Service Skills website; the establishment of a virtual essential skills help desk; the updating and extension of the project database; and the necessity for the WELL program to be promoted. Findings in relation to LLN resource provision include: the development of a checklist for effective writing of training and assessment materials; the need for continued resource development; the need to source and evaluate relevant resources; and the need to customise those resources. Show less

This is the final report of a project commissioned in 2020 by the then Department of Education, Skills and Employment to review the Australian Core Skills Framework (ACSF) and Digital Literacy Skills Framework (DLSF) and tools available to support assessment using these frameworks. The review explored the development and history of the ACSF and DLSF, their use and application in the Australian context and examined features of selected international adult skills frameworks and curriculum.

Through this desktop research and range of consultation activities with stakeholders, the Australian Council for Educational Research (ACER) has investigated current use of the ACSF and DLSF and identified issues that indicate a need for framework reform or change. This report documents the findings from the review and proposes recommendations that will better position the frameworks to support agile responses to swiftly changing skill needs. The first main recommendation is to consider the Digital Capability Framework (when available) as a replacement for the DLSF. The second is to continue to maintain the ACSF as the pre-eminent Australian framework for language, literacy and numeracy (LLN).

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