40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.
The 2025 Training Package Organising Framework has replaced the 2012 Standards for Training Packages. The 2025 Training Package Organising Framework makes a significant change regarding Foundation Skills:
The definition of Foundation Skills has changed, and
The information about Foundation Skills has changed.
The definition of Foundation Skills has changed
The 2012 Standards for Training Packages required Foundation Skills to be documented at the Unit of Competency level. Also, the 2012 Standards for Training Packages clearly defined Foundation Skills as the language, literacy, numeracy and employment skills. [1]
Training Package developers described Foundation Skills that specifically related to the Unit of Competency. For example, the following shows the Foundation Skills that have been specified for the BSBSUS211 Participate in sustainable work practices unit.
In the above example it describes three language, literacy and numeracy skills and several employment skills (teamwork, initiative and enterprise, self-management, and technology). This information about Foundation Skills will no longer be required at the Unit of Competency level. Also, this detailed information about Foundation Skills that specifically relates to the Unit of Competency will no longer be provided.
The 2025 Training Package Organising Framework makes a significant change to Foundation Skills. Instead of specifying Foundation Skills at the Unit of Competency level, Foundation Skills are to be specified within the Qualification or Skill Set. However, a Training Package developer may document Foundation Skills for a Unit of Competency that is a standalone unit or has high delivery as a single unit. [2]
A standalone unit is defined as a unit that is not packaged as part of a qualification. Previously, all units had to be packaged as part of a qualification. This requirement has changed. [2]
An example of a single unit with high delivery is First Aid. [2]
The 2025 Training Package Organising Framework redefines Foundations Skills. Foundation Skills are now defined as the five Australian Core Skills Framework (ACSF) skills: [2] [3]
Learning skills
Reading skills
Writing skills
Oral communication skills
Numeracy skills.
Specifying digital literacy skills is optional. [2]
The information about Foundation Skills has changed
The 2025 Training Package Organising Framework require Foundation Skills to be specified within the Qualification or Skill Set. The Training Package developer may document Foundation Skills within a Unit of Competency that is a standalone unit or has high delivery as a single unit, but this is optional. [2]
Importantly, the information about Foundation Skills provided by Training Package developers has changed. Instead of providing detailed information about relevant Foundation Skills for a Unit of Competency, the Training Package developers will state the required ACSF level for each of the five Core Skill from the ACSF and display this information as a bar chart for qualifications and skill sets. For example: [2]
Specifying digital literacy skills is optional. The Training Package developer may specify digital literacy skills as a descriptive statement below the Foundation Skills bar chart. [2]
The following table compares pre-2025 Foundation Skills and post-2025 Foundation Skills.
I hope the last row in the above table clearly shows how information about Foundation Skills provided by Training Package developers are significantly changing.
In conclusion
Units of Competency are the building blocks for Qualifications and Skill Sets. Each Unit of Competency has its own unique foundation skill requirements. The Foundation Skills bar chart for a Qualification or Skill Set provides no information relevant to foundation skills required to perform work tasks covered by any particular Unit of Competency.
When the 2012 Standards for Training were implemented many people complained about losing useful Range Statement information. As the 2025 Training Package Organising Framework are implemented, I wonder if people are going to complain about losing useful Foundation Skills information.
“You don’t know what you have until it’s gone.”
References
[1] 2012 Standards for Training Packages (last updated in 2022)
[2] 2025 Training Package Organising Framework
[3] Australian Core Skills Framework
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
I have been around the current Australian VET system since it commenced in 1992. And during my career as a VET practitioner, I have seen and been a part of many changes designed to ensure training providers deliver a quality training and assessment service.
A short history of national training quality assurance frameworks
The past
The first national approach to quality assuring vocational education and training (VET) in Australia was the National Framework for the Recognition of Training (NFROT). It was introduced in 1992, and this is when Australia’s current competency-based training and assessment system was established.
The NFROT was replaced by the Australian Recognition Framework (ARF) in 1998. A few years later the ARF was replace by the Australian Training Quality Framework (ATQF). The ATQF was introduced in 2001 and became fully operational in 2002.
The AQTF was reviewed and revised in 2005, 2007, and 2010.
Next, the ATQF was replace by the Standards for NVR Registered Training Organisations 2012. These Standards were introduced as part of the National VET Regulator (NVR) system, which ASQA (Australian Skills Quality Authority) commenced operating under when it was established in 2011.
These 2012 Standards for RTOs were themselves later replaced by the Standards for Registered Training Organisations (RTOs) 2015.
The present
On the 1st of July 2025, the 2015 Standards for RTOs were replaced by the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
All RTOs that are regulated by ASQA are required to operate in accordance with these 2025 Standards for RTOs.
An overview of the 2025 Standards for RTOs
Standards for RTOs
The 2025 Standards for RTOs consists of 20 pages (including cover and contents page). It has been documented with four Parts, and each part has Divisions, and each division has one, two, or three Standards.
Standards provide two pieces of information:
Outcome Standard – numbered with (1)
Performance Indicators – numbered with (2).
Sub-points under the Performance Indicators are given (a), (b), etc.
And sub sub-points are given (i), (ii), etc.
Also, each Part is referred to as a Quality Area. The nomenclature and numbering used is somewhat cumbersome for the first-time reader.
The following shows an overview of the numbering method used in the 2025 Standards for RTOs.
ASQA has published Practice Guides. These Guides aim to support understanding of regulatory expectations.
The Practice Guides include:
examples activities and considerations for demonstrating compliance
examples of known risks to quality outcomes.
To align with the 2025 Standards for RTOs, these Practice Guides are grouped under each of the four Quality Areas. Specifically, there’s one Practice Guide for every Division within each Quality Area.
The following shows how ASQA has organised the Practice Guides relating to the 2025 Standards for RTOs.
The links (shown above) takes us to an online version of the Practice Guide, and a PDF copy of the Practice Guide can be downloaded. The following is an example for the online version of the Practice Guide for Training.
I am sure that many well-meaning legislators have tried their best. But after more than 30 years, and many changes to the quality assurance framework, the Australian VET system still seems to be unable to deliver the quality of training and assessment services expected by clients and stakeholders.
I believe that the attainment of quality will not be achieved by another document describing the Standards for RTOs. I predict that there will be another quality assurance framework developed in the future. This will probably make a future federal government minister with the responsibility for vocational education and training feel good because they have accomplished something – but nothing has really been accomplished by documenting a quality assurance framework.
Why do you think the delivery of quality training and assessment services is so elusive?
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
I conducted a LinkedIn poll during May 2025 asking, “Does your RTO expect trainers to participate in assessment validation?”
Here are the results:
The result of this poll means that the TAE40122 Certificate IV in Training and Assessment qualification should include a core unit about participating in assessment validation – and it does. The relevant unit of competency covering assessment validation is TAEASS413 Participate in assessment validation. This unit requires a person to not only participate in assessment validation but also participate in pre-assessment validation.
‘Assessment validation’ is different from ‘pre-assessment validation’. This raises another question, “Do RTOs expect trainers to participate in pre-assessment validation?” Let’s explore this topic a little before answering the question.
What is pre-assessment validation?
Over the past few years, the term ‘pre-assessment validation’ has been introduced to describe the review of an assessment tool prior to implementation. This review activity has been around for much longer than the term ‘pre-assessment validation’.
In 2015, ASAQ published a guide to the development of assessment tools. This guide was structured around a 3-step process:
ASQA’s guidelines states that the quality checking should occur before implementing the assessment tool. This quality check has recently become known as ‘pre-assessment validation’.
The elements of the TAEASS512 Design and develop assessment tools unit of competency is consistent with the 3-step process published by ASQA, and it includes ‘undertake a systematic review of the assessment tool [before implementing it]’ as a performance criteria.
Currently, the Australian VET system is using three different ways to describe the same activity that should be conducted before an assessment tool is implemented:
‘Pre-assessment validation’ is the review of an assessment tool prior to implementation. This includes checking for:
Relevance to the current workplace and industry requirements
Compliance with the principles of assessment
Compliance with the rules of evidence
Usability of the assessment tool.
What’s the difference between pre-assessment validation and assessment validation?
‘Pre-assessment validation’ is not the same thing as ‘assessment validation’. In an attempt to avoid confusion, it is useful to refer to ‘assessment validation’ as ‘post-assessment validation’. Using the prefix ‘pre’ or ‘post’ helps to identify these two different activities as being different.
The TAEASS413 Participate in assessment validation unit of competency describes the following:
Pre-assessment validation is the validation of an assessment tool before it is first used.
Post-assessment validation is the validation of the assessment tool, practices and judgements after it has been used to conduct assessments.
Most RTOs expect their trainers to participate in post-assessment validation (93% of poll respondents). However, it is highly unlikely that trainers will participate in pre-assessment validation. Pre-assessment validation is an activity conducted when developing an assessment tool or purchasing an assessment tool.
Developing an assessment tool
The person developing an assessment tool should conduct a pre-assessment validation. The committee with the responsibility for developing the TAE40122 qualification said that most trainers would not be involved in developing assessment tools. This was the reason for removing the ‘design and develop assessment tools’ unit of competency as a core unit for the Certificate IV in Training and Assessment.
Very few trainers will be the developers of assessment tools or have the responsibility for the RTO’s compliance. Therefore, it is highly unlikely that trainers will participate in pre-assessment validation when assessment tools are developed by the RTO.
Purchasing an assessment tool
An RTO may purchase an assessment tool rather than develop it. The person with the authority to purchase assessment tools will usually check the assessment tool before it is purchased. (If they don’t, they should!)
Very few trainers will have the authority to purchase assessment tools or have the responsibility for the RTO’s compliance. Therefore, it is highly unlikely that trainers will participate in pre-assessment validation when assessment tools are being purchased by the RTO.
In conclusion
I wish we weren’t using the term ‘pre-assessment validation’ because it gets confused with ‘assessment validation’. To avoid some of the confusion, it is best to refer ‘assessment validation’ as ‘post-assessment validation’.
In this article, I have shown that trainers are highly likely to participate in ‘post-assessment validation’, but highly unlikely to participate in ‘pre-assessment validation’.
I think the committee responsible for the TAE40122 Certificate IV in Training and Assessment qualification got it wrong. Very few trainers will participate in pre-assessment validation, and it should not have been included within a core unit for the qualification. There are many things wrong with the TAE40122 qualification. This article has only addressed one of those things.
Let’s hope that a future committee with the responsibility for updating the TAE40122 Certificate IV in Training and Assessment will not make the mistakes made by the previous committee. I had predicted that the previous committee would make mistakes, and it did. It did not want to listen to me. Maybe it should’ve. There is no timeline for reviewing and updating the Certificate IV in Training and Assessment qualification. However, the qualification or credential designed for trainers working in the Australian VET sector has been updated every 6 years: 1992, 1998, 2004, 2010, 2016, and 2022. If this pattern continues, the next Certificate IV in Training and Assessment qualification is due in 2028. Usually, it takes about 2 years to gain project approval, obtain project funding, review, design, and develop the qualification and associated units of competency.
We will unpack a unit of competency as a starting point for various activities, such as:
Designing and developing competency-based assessment
Designing and developing competency-based training
Preparing for assessment validation.
The unpacking of a unit of competency will be slightly different depending on what activity we are doing. In this article, I will focus on unpacking units of competency when we are preparing to conduct assessment validation.
Unpacking units of competency when preparing for assessment validation
‘Unpacking’ means reading, analysing, and understanding the contents of a unit of competency. Here is a 4-step process that can be used to unpack a unit of competency when preparing for assessment validation:
Step 1. Read the Application statement
Step 2. Check the Performance Evidence
Step 3. Check the Assessment Conditions
Step 4. Quick review of the Elements and Performance Criteria.
Step 1. Read the Application statement
The Application statement is often a summary of the elements of competency. This can give us a quick overview of the unit of competency. Also, other useful contextual information may be found in the Application statement.
Example 1. BSBCMM411 Make presentations
In the following example, the Application statement uses the elements of competency to give an overview of the unit of competency.
Example 2. CHCECE037 Support children to connect with the natural environment
In the following example, the Application statement includes three relevant pieces of information about this unit of competency.
Nowhere else in the unit does it refer to the curriculum planning process. This is the first important piece of contextual information. A second piece of contextual information refers to the early childcare educator performing work under the guidance of others. And a third piece of contextual information refers to performing work in accordance with relevant legislation and industry standards. Early childcare and education is a highly regulated industry.
Step 2. Check the Performance Evidence
The Performance Evidence will consist of essential evidence of performance that must be gathered. You can use the following questions to identify relevant evidence requirements.
Is the quantity of performance evidence specified?
Is the type of performance evidence specified?
Are Foundation Skills accessible items?
Example 3. BSBCMM411 Make presentations
In the following example, a quantity of performance evidence is specified. It requires evidence that at least two presentations. Also, the presentations must be different.
Therefore, during the assessment validation we will be checking that there is performance evidence of at least two presentations is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation). And checking that the presentations are different.
Example 4. CHCECE037 Support children to connect with the natural environment
In the following example, a quantity and type of performance evidence is specified. It requires performance evidence to be gathered on three occasions. At least one of those occasions must involve Aboriginal and/or Torres Strait Islander peoples’ use of the natural environment. Also, at least one occasion must be indoors and at least one occasion must be outdoors.
Therefore, during the assessment validation we will be checking that the specified quantity and type of performance evidence is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).
Example 5. SITHCCC025 Prepare and present sandwiches
In the following example, it shows a very detailed specification relating to the quantity and type of performance evidence. Also, it includes other details such as completing the task within commercial time constraints.
Therefore, during the assessment validation we will be checking that the specified performance evidence is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).
Example 6. BSBCMM411 Make presentations
Some units of competency may specify that Foundation Skills are accessible items. In the following example, it states that performance evidence relating to elements, performance criteria and foundation skills must be gathered.
Therefore, during the assessment validation we will be checking that evidence of all specified Foundation Skills are planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation). This is in addition to checking that evidence of all Performance Criteria are planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).
Example 7. CHCECE037 Support children to connect with the natural environment
In the following example, it does not state that performance evidence relating to Foundation Skills must be gathered.
This is an example when there is no information about Foundation Skills being assessable items. We may need to check our RTO’s policies and procedures to determine if Foundation Skills are to be assessed.
Step 3. Check the Assessment Conditions
The Assessment Conditions may consist of relevant information to be checked during assessment validation. You can use the following questions to identify any relevant requirements.
Is the location for performing assessment tasks specified?
Is the access to equipment, materials, or other resources specified?
Is a method of assessment specified?
Do assessors need to satisfy any specified requirements?
Example 8. BSBCMM411 Make presentations
In the following example, the Assessment Conditions permit the performance specified by the unit of competency to occur in a workplace or simulated workplace. It is important to note that the simulated workplace must have conditions that are typical of those in a real workplace.
Example 9. CHCECE037 Support children to connect with the natural environment
In the following example, the Assessment Conditions states that the performance specified by the unit of competency must occur in a workplace. The workplace must be a regulated children’s education and care service, and it must be in Australia. Also, it should be noted that there must be children involved.
Therefore, during the assessment validation we will be checking that the assessment has occurred in a regulated children’s education and care service in Australia, and children were involved.
Example 10. SITHCCC025 Prepare and present sandwiches
In the following example, the Assessment Conditions permit the performance specified by the unit of competency to occur in a workplace or simulated workplace. It should be noted that the simulated workplace needs to be an industry-realistic kitchen, and it must be serving customers.
Therefore, during the assessment validation we will be checking that assessment has occurred in an operational commercial kitchen.
Example 11. SITHCCC025 Prepare and present sandwiches
In the following example, the Assessment Conditions has a very long list of items that must be available in the operational commercial kitchen for the assessment.
Therefore, during the assessment validation we will be checking that assessment has occurred in an operational commercial kitchen with access to all listed items of equipment, materials and other resources.
Example 12. CHCECE037 Support children to connect with the natural environment
In the following example, the unit of competency that specifies methods of gathering evidence.
Therefore, during the assessment validation we will be check that at least one occasion has been directly observed by the assessor. Also, we will check that observations and third-party reports are supplemented by other forms of evidence.
Example 13. SITHCCC025 Prepare and present sandwiches
In the following example, the Assessment Conditions specify additional requirements for assessors.
Therefore, during the assessment validation we will be checking that the assessors comply with the specified requirements to be an assessor.
Step 4. Quick review of the Elements and Performance Criteria
When preparing to conduct an assessment validation, I will not spend much time reading the Elements, Performance Criteria, Foundation Skills or Knowledge Evidence. This is because I will be spending a lot of time checking these in detail during the assessment validation.
However, it is worthwhile to quickly review the Elements and Performance Criteria. You may find something relevant without getting into the details. For example:
Is the unit describing the performance of one work task?
Is the unit describing the performance of more than one work task?
Is the unit describing a behavioural or interpersonal skill?
Is the unit primarily describing knowledge?
In conclusion
Effectively ‘unpacking’ a unit of competency is an essential activity in preparing for thorough and meaningful assessment validation. The outlined four-step approach provides a practical framework for this crucial preparatory work. By methodically reading the Application statement (Step 1), checking the Performance Evidence and Assessment Conditions through targeted questions (Steps 2 and 3), and conducting a preliminary review of the Elements and Performance Criteria (Step 4), assessment validators can gain a crucial understanding of the unit’s scope and requirements.
In short, taking the time to understand the unit first makes assessment validation clearer and more effective.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
In Australia, Google introduced an AI Overview in the later part of 2024. The overviews are designed to be concise, providing a snapshot of relevant information on the queried topic. The feature also includes prominent links to source content, ensuring that users can access more in-depth information directly from authoritative websites. [1]
Content publishers raised concerns about potential decline in their website traffic, worrying that users might opt for AI-generated summaries instead of clicking through to the original sources. To address this, Google responded by putting strategies in place to give greater prominence to links within AI Overviews, aiming to balance providing convenient summaries for users and supporting the needs of content creators. [1]
The following example shows the results of a Google search for ‘dimensions of competency’.
In the above example, my On Target Work Skills website has been used to generate the AI Overview. Can you spot my logo? I am glad that my website has been used; however, people may not visit my website if they find the AI Overview is sufficient.
Concerns have been raised regarding the AI Overview feature. Critics argue that relying on AI-generated summaries could spread inaccuracies or oversimplify complex topics. Additionally, there’s worry about the ethical considerations of AI aggregating content, particularly concerning its impact on intellectual property rights and the visibility of smaller content providers. [1]
What’s a Zero-Click search?
The AI Overview leads to what is known as a Zero-Click search. A Zero-Click search occurs when a web browser, such as Google, displays the response to a user’s query at the top of the page, that does not lead to a click. The ‘click’ represents the user visiting the website of the publisher of the content. [2]
The following is an example. I used Google to search ‘Zero-Click search’ and got the following response.
In the example above, the AI Overview quickly provided a concise summary. Also, the links to the source of the information were provided but I got what I need and didn’t ‘click’ on any links to find out more. In the above example, it stated that nearly 60% of Google searches end without a click in 2024.
I am a sole trader who has spent years developing my On Target Work Skills website, and I continue to regularly publish content. Traffic to my website is extremely important to my operations. Unfortunately, since the introduction of AI Overview my website traffic has nearly halved compared to my statistics from the past few years. Less people are visiting my website.
In conclusion
Have you visited my On Target Work Skills website lately? You may have recently found me and my website, or you may have known me for many years. I use my website to publish information about:
Certificate IV in Training and Assessment
Australia’s vocational education and training system.
You are cordially invited to visit my On Target Work Skills website, and use the search function to explore topics of interest to you.
Are you seeking particular TAE or VET information that you can’t find on my website? Let me know and I’ll see if I can help.
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
On Target Work Skills 