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VAC 7.2

VET accredited courses are based on nationally endorsed units of competency where these are available and where these are not available units of competency are developed specifically for the course.

This Standard relates to Section C of ASQA’s accredited course document template.

VAC 7.2 requires the course owner to ensure units of competency are developed in accordance with the Standards for Training Packages.

Developing enterprise units of competency

VET accredited courses and qualifications, skill sets and units of competency from training packages are all nationally recognised training.

On 1 January 2014, the Training Package Development Handbook was superseded by the Standards for Training Packages.

These Standards include a unit of competency template and an assessment requirements template. Enterprise units of competency

developed for inclusion in a course accredited by ASQA must be developed in accordance with these templates.

These templates are included in ASQA’s accredited course document template.

Enterprise units of competency should be written to reflect the standard of skills and knowledge of a competent person in the workplace, rather than focusing on how the unit will be trained or assessed by an RTO. This focus on the workplace outcome must be clear throughout the unit of competency.

Units of competency must be developed in close consultation with technical experts (VET and industry) and practitioners.

Each unit of competency describes:

  • a specific work activity
  • the standards of performance required in the workplace
  • assessment requirements, which specify the evidence and required conditions under which the unit is conducted
  • evidence that can be gathered to assist an Assessor to determine a judgement of competency.

Research content

To develop a unit of competency, you need to clearly understand the:

  • work activity and what it involves
  • tasks, roles and skills that make up the work activity
  • generic work skills (or foundation skills) required
  • knowledge required to perform the work activity
  • performance evidence a learner needs to demonstrate to be considered competent in the work activity
  • conditions and/or context in which the unit is to be delivered and assessed
  • resources that might be needed to gather the assessment evidence.

You can source this information from:

  • interviews
  • reviewing documentation e.g. position descriptions, procedures or standards
  • observation of the work activity
  • consulting with internal and external stakeholders
  • consulting with subject matter experts.

Once you have clearly defined the outcome of the unit, conduct a further review of existing training package units of competency to ensure the same outcome cannot be achieved. If a training package unit covers the same outcome, the training package unit must be included in the course structure, rather than proceeding with development of an enterprise unit of competency.

Write the unit of competency

Each unit of competency must be documented on a unit of competency template and assessment requirements template following the guidance text provided. Circulate the draft enterprise units of competency to key stakeholders for comment, and make changes as required. Provide key stakeholders with a further opportunity to comment on the revised unit of competency.

Unit of competency template

Enterprise units of competency must be structured to comply with the unit of competency template, which consists of the components in Table 4.

Additional guidance about each component of this template is provided in ASQA’s accredited course document template.

Table 4: Unit of competency template components

Unit code A unique code will be assigned to an enterprise unit by ASQA.
Unit title A title that concisely describes the unit outcome.
Application A brief description of the unit content, how the unit is applied and any licensing, legislative regulatory or certification requirements that apply to the unit.
Pre-requisite unit (OPTIONAL)

A list of any unit/s in which the learner must be deemed competent prior to the determination of competency in this unit.

Elements Describe the essential outcomes of the unit by breaking down the unit into actions or outcomes.
Performance criteria Relate directly to the corresponding element. Performance criteria break the corresponding element down into tasks, roles and skills and applied knowledge that reflect the required standard of performance in the workplace, education or community environment.
Foundation skills

If the performance criteria of the unit explicitly include all the foundation skills essential for performance, the following statement is to be included:

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. or

If the foundation skills are not explicit in the performance criteria, describe the ACSF and Employability Skills that are essential to performance of the unit in the below table and include the following statement:

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below including a brief description of how the skill is applied.

Note: Only skills applicable to the unit outcomes need to be identified in the table. Those that do not apply may be removed.

Skill Description
Reading skills  
Writing skills  
Oral communication  
Numeracy skills  
Learning skills  
Problem-solving skills  
Initiative and enterprise skills  
Teamwork skills  
Planning and organising skills  
Self-management skills  
Technology skills  
Unit mapping information Specifies the code and title of any equivalent unit of competency e.g. a previous version of the unit.

You must record the assessment requirements for each unit using the assessment requirements template, which consists of the components in Table 5. Detailed guidance on each component of this template is provided in ASQA’s accredited course document template.

Table 5: Assessment requirements template components

Title Specifies the code and unit title that the assessment requirements relate to.
Performance evidence

Specifies process and product evidence and the frequency/volume of evidence that needs to be collected by an assessor to determine competence.

Elements and performance criteria are not to be reiterated in this field.

Knowledge evidence Specifies knowledge a learner must have to perform the work tasks described in the unit of competency.
Assessment conditions

Specifies conditions, methods, contexts and resources required for assessment.
Advice may also include:

  • mandated assessment methods
  • identified co-requisite relationships
  • mandated assessment tools and their implementation requirements.
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