Author: Alan Maguire

Okay, I get it. The Australian VET system is changing but I’ve deep-dived into an ASK unit of competency and it is officially time to throw me a lifeline.

Recently I have published the following articles:

• Change management and the Australian VET system (highlighting that ASK units will change things for VET practitioners)
• A deep dive into unpacking an ASK unit of competency (unpacking an ASK unit developed by Skills Insight)
• Another deep dive into unpacking an ASK unit competency (unpacking an ASK unit developed by HumanAbility).

This time it is a deep dive into an ASK unit of competency that has been developed by Future Skills Organisation. It is radically different to the other two ASK units that I have unpacked.

I have randomly select the BSBXXX102 Develop Basic Digital Content Creation Skills unit to unpack. Please note, that it is a draft unit. It hasn’t yet been finalised, endorsed, or released for implementation.

Let’s dive in.

Unpacking the unit of competency

1. Unit outcome

The following is the Unit outcome for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

Analyse the Unit outcome by highlighting key words and writing notes.

Extract performance requirements from the Unit outcomes.

2. Knowledge (K)

The following are the Knowledge items for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

Analyse the Knowledge items by highlighting key words and writing notes.

There is a great amount of ambiguity.

3. Skills (S)

The following are the Skills items for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

Analyse the Skills items by highlighting key words and writing notes.

Extract performance requirements from the Skills items.

There continues to be a great amount of ambiguity.

4. Application of knowledge and skills

The following are the Application of knowledge and skills for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

This information is aligned to the AQF, but it is an unstructured and an unhelpful way to describe the application of knowledge and skills. This information seems to better fit under the Assessment conditions heading.

Analyse the Application of knowledge and skills by highlighting key words and writing notes.

Extract performance requirements from the Application of knowledge and skills.

After analysing the Knowledge, Skills and Application of knowledge and skills, there remains is a great amount of ambiguity. Greater specificity is required before designing assessment tools and developing training strategies.

5. Performance evidence (PE)

The following are the Performance evidence for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

Analyse the Performance evidence by highlighting key words and writing notes.

Extract performance requirements from the Performance evidence.

6. Knowledge evidence (KE)

The following are the Knowledge evidence for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

The following table compares the list of Knowledge evidence (KE) items with the list of Knowledge (K) items.

Clearly, there is a duplication of information.

7. Assessment conditions

The following are the Assessment conditions for the BSBXXX102 Develop Basic Digital Content Creation Skills unit.

Analyse the Assessment conditions by highlighting key words and writing notes.

Extract performance requirements from the Assessment conditions.

Clearly, there is a great amount of ambiguity. Ambiguity is being called ‘flexibility’. Calling it ‘flexibility’ often masks information that is devoid of meaning. Ambiguity leads to inconsistent and unreliable assessments, while creating confusing, unmeasurable learning objectives where learners don’t know what success looks like. Nobody knows what success looks like.

Without clear, unambiguous descriptions of performance requirements, it is impossible to commence designing assessment tools and developing training strategies.

Reconstructing the unit of competency

The following is a 3-column mapping table that aligns the Performance elements from with the required Knowledge and required Skills.

Competency is defined as the consistent application of knowledge and skills to the standard of performance required in the workplace. The above shows the connection between performance, knowledge. and skills. However, the standard of performance is yet to be specified or determined.

Specifying the performance requirements

It is essential for the performance requirements to be known before designing assessment tools and developing training strategies. After unpacking the BSBXXX102 Develop Basic Digital Content Creation Skills unit, there are still significant work to be done by an RTO to specify or determine exactly what needs to be performed and what standard of performance is required in the workplace.

In this example, fundamental questions that must be answered are:

• What types of digital content should a competent person be able to create? For example: text, images, audio, video, animated media, interactive media, etc.
• How many and what types of digital content creation tasks should a competent person be able to use?
• How many and what types of digital content creation tools should a competent person be able to use?
• What programming skills should a competent person have?

Each RTO must consult with their local industry, in particular, potential employers of their VET graduates. These consultations seek to clarify requirements and remove ambiguity.

Each RTO may end up delivering the same unit of competency but with very different outcomes. Attainment of a unit of competency will be extremely variable. And variation is the enemy of quality.

In conclusion

In this article, I dived deep into one ASK formatted unit that has been developed by Future Skills Organisation (FSO). This ASK unit is very different compared with the other two ASK units that I have recently unpacked. Those units had been developed by Skills Insight and HumanAbility. The BSBXXX102 Develop Basic Digital Content Creation Skills unit is one of 39 Digital Capability Units of Competency developed by FSO.

Unpacking these new ASK units developed by FSO can feel like getting caught in a sudden rip. But when you are thrust into deep water, you need to know how to swim and, above all, stay calm. If we panic at how radically different this new ASK approach looks, we’ll sink. If we stay calm and tread water, we give ourself a chance to survive the new wave of changes to the Australian VET system.

I was intending to go deep into the Digital Capability Units of Competency as a whole, but this article is already long enough. Until next time, keep your head above water.

Do you want more information?

Are you an RTO manager or course coordinator?

Could your RTO team benefit from professional development about changes to the Australian VET system? In particular, how the Training Package Organising Framework or how the new EPC and ASK formatted units impact their work as VET practitioners?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

Individual Change

At its core, “changing your mindset” means shifting the deeply ingrained assumptions, beliefs, and attitudes you use to interpret the world and yourself.

Think of your mindset as a pair of sunglasses you wear all the time. If the lenses are dark and grey, everything looks gloomy. If you change those lenses to a clear or rose-colored tint, the exact same scenery looks completely different. Changing your mindset isn’t about altering your physical reality; it’s about changing the filter through which you view it.

System Change

When you scale this concept up from an individual to an entire system, changing the mindset is known as changing the paradigm or changing the culture.

Just as individual sunglasses filter how one person thinks and acts, a system’s paradigm acts as a collective lens, dictating how an entire organisation or workforce behaves. Ultimately, if you change a system’s surface-level rules or tools without shifting these underlying lenses, the system will eventually snap right back to its old habits.

Is the Australian VET system changing?

Work is officially underway to overhaul the Australian VET system, a shift that VET practitioners will feel directly as the new Application of Skills and Knowledge (ASK) units of competency roll out. I assume that Skills Ministers and their government bureaucrats have change management processes designed to smooth this transition and alter the VET sector’s foundational paradigm.

In reality, these massive structural reforms are a live experiment, and VET practitioners should brace for significant disruption over the next year or two. But a critical question remains: what happens if the experiment fails?

Do you want more information?

Are you an RTO manager or course coordinator?

Could your RTO team benefit from professional development about changes to the Australian VET system? In particular, how the Training Package Organising Framework or how the new EPC and ASK formatted units impact their work as VET practitioners?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

Introduction

The Training Package Organising Framework 2025 has introduced two different formats for units of competency:

• Element and Performance Criteria (EPC) format
• Application of Skills and Knowledge (ASK) format.

The adoption of the ASK format by Jobs and Skills Councils shifts the responsibility of defining detailed performance criteria directly onto RTOs. Because this framework provides only high-level overviews of performance requirements, individual RTOs must now undertake extensive interpretation and contextualisation. This shift creates a heavy administrative burden across the VET sector and risks producing highly inconsistent training outcomes and compliance standards between different training organisations.

Explicit, industry-approved performance requirements are essential to give these new units functional meaning and operational viability. RTOs must have clear task descriptions to collect the observable or measurable evidence required to validly judge competency. Furthermore, these detailed benchmarks form the absolute foundation needed to design compliant training strategies, valid assessment tools, and high-quality learning resources.

My approach to unpacking an ASK unit

This is another deep dive into unpacking an ASK unit of competency. The previous deep dive focused on the ACMGEN3X03 Maintain cleaning, hygiene and sterility standards in animal care workplaces unit, developed by Skills Insight.

This time I’m focusing on the CHCECEXXX Support play based learning with intentionality unit, developed by HumanAbility.

Important note: Both of these units are in draft. They haven’t yet been finalised, endorsed, or released for implementation.

1. Start by analysing the Unit outcomes

Here are the Unit outcomes for the CHCCEXXX Support play based learning with intentionality unit.

Analyse by highlighting key words and writing notes.

Extract relevant information that relates to performance requirements.

2. Quick read of Knowledge and Skills

A quick read of Knowledge items and Skills items is a prelude to the analysis of the Application of knowledge and skills. A useful technique is to give each Knowledge item a ‘K’ number and each Skills item a ‘S’ number.

The following shows the Knowledge items and the allocation of ‘K’ numbers.

The following shows the Skills items and the allocation of ‘S’ number.

3. Go to the Application of knowledge and skills

Here is the Application of knowledge and skills for the CHCCEXXX Support play based learning with intentionality unit.

Analyse by highlighting key words and writing notes.

The following shows the relevant information that has been extracted from the Application of knowledge and skills, and added to the Performance requirements.

4. Go to the Performance evidence

Here is the Performance evidence for the CHCCEXXX Support play based learning with intentionality unit.

Analyse by highlighting key words and writing notes.

The following shows the relevant information that has been extracted from the Performance evidence, and added to the Performance requirements.

5. Go to Assessment conditons

The draft CHCCEXXX Support play based learning with intentionality unit has been published without the Assessment conditions being completed. Therefore, currently there is insufficient information to be used relating to Performance requirements.

6. Go to Knowledge evidence

The following shows Knowledge evidence for the CHCCEXXX Support play based learning with intentionality unit.

The ASK format for units of competency has a list of Knowledge items and a list of Knowledge evidence items. This means there is an unnecessary duplication of information. A useful technique is to use a 2-column table to show the connection between to two lists (as shown below).

Note: The above two examples are incomplete lists because the number of Knowledge evidence items very long.

7. Describe the Performance requirements

There is still work to be done to clearly describe the work tasks to be performed. A technique for describing the performance of work tasks is to use a 4-column approach. This provides a clear and structured approach to describing performance.

The following is an example of the Performance requirements described for the CHCCEXXX Support play based learning with intentionality unit.

Further work can be done to develop ‘Performance criteria’ for each step. Instead of calling them ‘Performance criteria’, they could be called ‘Assessment criteria’. This would then lead into the development of an assessment tool, such as, an observation checklist.

In conclusion

The primary shortcoming of the ASK format for units of competency is that its Performance Evidence provides only a high-level conceptual summary, lacking explicit, step-by-step requirements. Because the ASK format treats knowledge and skills as isolated pieces of information, relying on it alone makes practical competency assessment nearly impossible. We must reconstruct these broad pieces of information into explicit, industry-approved task descriptions that yield observable, measurable evidence. Only by describing these clear procedural elements can we design compliant training strategies, develop valid assessment tools, and build fully aligned training resources.

Next, I’ll explore the drastic shifts underway as the Future Skills Organisation re-engineers units of competency using the ASK format. In my opinion, it’s wild! It’s wacky! It’s un-workable! [insert smiley face]

Do you want more information?

Are you an RTO manager or course coordinator?

Could your RTO team benefit from professional development about changes to the Australian VET system? In particular, how the Training Package Organising Framework or how the new EPC and ASK formatted units impact our work as VET practitioners?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

The Training Package Organising Framework 2025 has introduced two different formats for units of competency:

• Element and Performance Criteria (EPC) format
• Application of Skills and Knowledge (ASK) format

Stating the obvious, a unit of competency is a unit of competency regardless of it being in an Element and Performance Criteria (EPC) format of an Application of Skills and Knowledge (ASK) format. It is a document that describes ‘competency’, and the Australian VET system is a competency-based system.

Definition of competency

Before diving deep into one of the new ASK units of competency, I would like to quickly define ‘competency’ as it applies to the Australian VET system.

Competency is defined as the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. [1]

I want to highlight the importance of ‘performance’ in the above definition.

The Australian VET system has not been created as an education system to develop a person’s knowledge. Knowledge is needed but being able to apply that knowledge is what’s required. Likewise, skills are needed but a person must be able to apply those skills to perform work tasks.

A clear description of performance is essential

The ASK format for units of competency does not explicitly specify or describe performance requirements (however, limited or overview information is provided under the Performance evidence heading). We still need clear and industry-approved descriptions of work tasks to be performed. This is essential for collecting observable or measurable evidence to determine whether a person is competent. Also, descriptive Performance requirements are needed to design training and assessment strategies, develop assessment tools, and develop training resources.

I am assuming that an expected outcome of the Australian VET system is to develop people with the ability to perform work tasks to an expected standard (as per the definition of competency) and these people are work-ready when deemed competent.

Jobs and Skills Councils (JSCs) that use the ASK format to document units of competency are pushing the responsibility to determine Performance requirements onto all RTOs who use those units of competency. Extensive interpretation, contextualisation, and description will need to be done before the unit of competency has any usable meaning.

Several JSCs have drafted units of competency using the ASK format. I would expect the first of the ASK formatted units to be endorsed and released about August or September 2026.

The following is an example of unpacking an ASK unit of competency. Please note that the unit being used is a draft of an ASK unit developed by Skills Insight.

Before unpacking the ASK unit of competency, here is some background information.

Skills Insight is conducting a review of the Certificate IV in Veterinary Nursing. It has drafted some units of competency using the new formats specified by the Training Package Organising Framework 2025. [2]

Unpacking the ASK unit of competency

The draft ACMGEN3X03 Maintain cleaning, hygiene and sterility standards in animal care workplaces unit has been documented using the ASK format, and it was randomly selected for this example.

1. Start with the Unit outcomes

This deep dive into unpacking the ASK unit of competency starts with looking at the Unit outcomes.

2. Highlight key words and write notes

The analyse of the Unit outcomes begins with highlighting key words and writing notes.

3. Extract relevant information

The following shows the relevant information that has been extracted from the three paragraphs of the Unit outcome.

4. Quick read of Knowledge and Skills

A quick read of Knowledge items and Skills items is a prelude to the analysis of the Application of knowledge and skills. A useful technique is to give each Knowledge item a ‘K’ number and each Skills item a ‘S’ number.

The following shows the Knowledge items and the allocation of ‘K’ numbers.

The following shows the Skills items and the allocation of ‘S’ numbers.

5. Go to the Application of knowledge and skills

After a quick read of the Knowledge and Skills, go to the Application of knowledge and skills because this should guide what needs to be performed to determine a person’s competence.

6. Highlight key words and write notes

The analyse of the Application of knowledge and skills begins with highlighting key words and writing notes.

7. Extract relevant information and add to Performance requirements

The following shows the relevant information that has been extracted from the Application of knowledge and skills, and added to the Performance requirements.

8. Go to the Performance evidence

The Performance evidence gives an overview of the required performance to be assessed.

9. Highlight key words and write notes

The analyse of the Performance evidence begins with highlighting key words and writing notes.

10. Extract relevant information and add to Performance requirements

The following shows the relevant information that has been extracted from the Performance evidence, and added to the Performance requirements.

11. Go to the Assessment conditions

The Assessment conditions may provide relevant information relating to required performance.

12. Highlight key words and write notes

The analyse of the Assessment conditions begins with highlighting key words and writing notes.

13. Extract relevant information and add to Performance requirements

The following shows the relevant information that has been extracted from the Assessment conditions, and added to the Performance requirements.

14. Read and analyse the Knowledge items

The ASK format describes knowledge twice: Knowledge items and Knowledge evidence items. Sometimes there may be the same or similar items, and sometimes it takes some time to analyse and identify the connection between the two lists of knowledge items.

A useful technique is to match items from both lists of knowledge items.

Here are two examples:

• A 2-column table with the Knowledge items in the left column
• A 2-column table with the Knowledge evidence items in the left column.

Please note: These two examples are showing incomplete tables matching Knowledge items and Knowledge evidence items (above) and Knowledge evidence items and Knowledge items (below).

15. Read and analyse the Skills items

In this example for the ACMGEN3X03 Maintain cleaning, hygiene and sterility standards in animal care workplaces unit, I find that the Skills items are more like description of performance rather than descriptions of skills. The reading, writing, oral communication, and numeracy skills are not explicitly described. Also, I think there is some confusion between what is a skill and what is an application of skills.

16. Describe work tasks to be performed

There is still work to be done to clearly describe the work tasks to be performed. A technique for describing the performance of work tasks is to use a 4-column approach. This provides a clear and structured approach to describing performance.

The following is an incomplete example of how the work tasks can be described. It focuses on performing routine environmental hygiene.

In conclusion

While the ASK format for units of competency provides a broad overview under the Performance Evidence heading, it lacks explicit and detailed performance requirements. To accurately determine competency, we require clear and industry-approved descriptions of work tasks that yield observable and measurable evidence. Furthermore, these detailed performance requirements are essential for designing structured and compliant training and assessment strategies, developing effective assessment tools, and creating aligned learning resources.

By adopting the ASK format, JSCs effectively shift the responsibility of defining explicit performance requirements onto RTOs. Consequently, RTOs must undertake extensive interpretation, contextualisation, and detailed task description before these units of competency can be meaningfully applied in practice.

The ASK format for units of competency are problematic. This article primarily looked at unpacking an ASK unit of competency, without detailing the problems and additional complexity that with comes from having ASK formatted units. Also, not all JSCs are using the ASK unit format in the same way.

References

[1] Training Package Organising Framework 2025, page 13, paragraph 2

[2] https://skillsinsight.com.au/project/veterinary-nursing-review/ accessed 28 May 2026

Do you want more information?

Are you an RTO manager or course coordinator?

Could your RTO team benefit from professional development about changes to the Australian VET system? In particular, how the Training Package Organising Framework or how the new EPC and ASK formatted units impact our work as VET practitioners?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986