What is competency - Velg Training



|[pic] |Applying the AQF: |

| |What is the AQF? |

| |What are qualification Characteristics and Distinguishing Features? |

| |How are qualification Characteristics and Distinguishing Features reflected in Units of Competency? |

What is the AQF?

The Australian Qualifications Framework (commonly known as the AQF) is a unified system of national qualifications in the school, vocational education and training (TAFE and private providers) and higher education sector (mainly universities).

The Framework links these VET qualifications into a highly visible, quality-assured national system of educational recognition which promotes lifelong learning and a seamless and diverse education and training system.

What are qualification Characteristics and Distinguishing Features?

The Guidelines within the AQF Implementation Handbook have been developed to assist stakeholders to understand factors defining qualifications under the AQF.

Within the Guidelines, Characteristics of workplace competencies to be achieved for an occupation at each qualification level are identified in terms of:

• breadth and depth of knowledge

• breadth and depth of skill

• problem solving capabilities

• information processing capabilities

• operational environment in which the work is performed

• level of discretion or judgment in the work

• responsibility for own work

• responsibility for the work of others

The AQF also identifies the Distinguishing Features that identify differences between Characteristics at different qualification levels.

|Table A – AQF – Distinguishing Features |

|Certificate I |Certificate II |Certificate III |Certificate IV |Diploma |Advanced Diploma |

|demonstrate knowledge |demonstrate basic |demonstrate some relevant |demonstrate understanding |demonstrate |demonstrate understanding |

|by recall in a narrow |operational knowledge |theoretical knowledge |of a broad knowledge base |understanding of a |of specialised knowledge |

|range of areas |in a moderate range of | |incorporating some |broad knowledge base|with depth in some areas |

| |areas | |theoretical concepts |incorporating | |

| | | | |theoretical concepts| |

| | | | |with substantial | |

| | | | |depth in some areas | |

|demonstrate basic |apply a defined range |apply a range of well | | | |

|practical skills such |of skills |developed skills | | | |

|as the use of relevant | | | | | |

|tools | | | | | |

| |apply known solutions |apply known solutions to a|apply solutions to a |analyse and plan |analyse diagnose, design |

| |to a limited range of |variety of predictable |defined range of |approaches to |and execute judgments |

| |predictable problems |problems |unpredictable problems |technical problems |across a broad range of |

| | | | |or management |technical or management |

| | | | |requirements |functions |

|perform a sequence of |perform a range of |perform processes that |identify and apply skill |transfer and apply |demonstrate a command of |

|routine tasks given |tasks where choice |require a range of well |and knowledge areas to a |theoretical concepts|wide-ranging, highly |

|clear direction |between a limited range|developed skills where |wide variety of contexts |and/or technical or |specialised technical, |

| |of options is required |some discretion and |with depth in some areas |creative skills to a|creative or conceptual |

| | |judgment is required | |range of situations |skills |

|receive and pass on |assess and record |interpret available |identify analyse and |evaluate information|generate ideas through the|

|messages/ information |information from varied|information, using |evaluate information from |using it to forecast|analysis of information |

| |sources |discretion and judgment |a variety of sources |for planning and |and concepts at an |

| | | | |research purposes |abstract level |

| |take limited |take responsibility for |take responsibility for |take responsibility |demonstrate accountability|

| |responsibility for own |own outputs in work and |own outputs in relation to|for own outputs in |for personal outputs |

| |outputs in work and |learning |specified quality |relation to broad |within broad parameters |

| |learning | |standards |quantity and quality| |

| | | | |parameters | |

| | |take limited |take limited |take limited |demonstrate accountability|

| | |responsibility for the |responsibility for the |responsibility for |for group outcomes within |

| | |output of others |quantity and quality of |the achievement of |broad parameters |

| | | |the output of others |group outcomes | |

Adapted from AQF Implementation Handbook, Fourth Edition 2007

How are qualification Characteristics and Distinguishing Features reflected in Units of Competency?

Units of Competency are written to reflect work activities within an industry across a number of enterprise settings.

They are organised into levels of work, which are represented by different qualifications within the Australian Qualifications Framework (AQF).

The characteristics and distinguishing features between AQF levels are just one guide that you, as the assessor can use to determine competency. Recognising these within Units of Competency can assist you to conduct valid assessment.

The various components of a Unit of Competency can provide you with hints about the AQF level of the qualification to which it belongs.

Below is an example from BCGPD3001B Prepare surfaces for painting identifying the Critical aspects of evidence required to demonstrate competency in this unit. It provides a choice of AQF distinguishing features at two different AQF levels. By reading through the information provided from the unit and the AQF, you can recognise which AQF level is best reflected in the information provided.

[pic]

| |Applying the AQF: |

| |What is the AQF? |

| |What are qualification Characteristics and Distinguishing Features? |

| |How are qualification Characteristics and Distinguishing Features reflected in Units of Competency? |

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