Aspire's eNews Edition 117 July 2009
Spotlight on... transport and logistics
Did you know that transport and logistics contributes 14.5 per cent to the country’s gross domestic product? Bet you didn’t know Australia’s road networks total 815,000 km. Transport and logistics has been described as the artery of the Australian economy and is one of the largest employing sectors in Australia, underpinning all other industries. This month’s ‘spotlight on’ takes a look at this critical, hardworking industry.
Behind any industry you can guarantee there are some transport and logistics involved. Think about where your daily milk comes from and the steps that need to occur before the milk lands on your morning cereal. All raw materials and consumer goods must be transported and stored in various stages before reaching their final destination.
From land to air to sea, transport and logistics is a diverse industry that can be broken down into seven sectors:
- Road freight transport
- Road passenger transport
- Rail freight transport
- Rail passenger transport
- Air transport (aviation)
- Water transport (maritime)
- Storage and distribution
According to Jobs 2008, the transport and logistics industry employed over half a million people with a 24.5 per cent rise in employment in the past five years. Future growth is expected to decline with annual growth of 1.6 per cent leading up to 2012–13. Transport and logistics has a low participation rate from females (25 per cent) and part-time workers (17 per cent) but a high percentage of the workforce is aged 45 or older (44 per cent).
However, with this industry supporting so many others, workforce statistics can sometimes be misleading. The Transport and Logistics Industry Skills Council (TLISC) estimates total transport and logistics participation to actually be 1.2 million.
The industry is dominated by a small number of very large organisations, with small to medium enterprises (100 or less employees) making up 65 per cent of businesses.
Vocational education and training (VET) plays an important role in training for this industry with approximately one in four workers holding a certificate-level qualification. However, there is work to be done to improve the educational profile of this industry with over 50 per cent of workers not holding a post-secondary qualification. Training is generally informal and largely driven by licensing and regulatory requirements, resulting in a significant amount of training not accounted for in statistics.
The TLISC is responsible for developing training packages for these sectors. The current training package is TLI07 and contains 30 qualifications. TLISC is particularly committed to continuous improvement; for example, it is currently reviewing a national dangerous goods licensing unit, a tunnel operator skill set and a national taxi qualification.
Like many other industries transport and logistics contends with employee retention and attraction difficulties. The relative paucity of women and the mature age demographic of the industry has led to new strategies designed to increase awareness of opportunities for new entrants to this sector. One particular avenue the TLISC is focusing on is increasing participation in T&L VET in Schools programs. A highly successful initiative has been the Reese Plumbing Australian School based Apprenticeship (ASbA) program, which provides one day a week of paid on-the-job training for Year 10 and 11 students while they obtain a Certificate II in Transport and Logistics (Warehousing and Storage).
As with most sectors, transport and logistics is facing the challenge of the global economic crisis. One of the major inputs for the industry is fuel and with highly volatile fuel prices, many enterprises are faced with risks to their business viability. On the other hand this leads to an increased demand for workers in public transport as more people opt to use this form of transport.
With new technology improving productivity and Council of Australian Governments’ (COAG) national transport regulation set to simplify the compliance and regulatory requirements between states and territories, this is certainly an industry to watch.
Aspire has a great new range of transport and logistics resources that match to Certificate I, II and III qualifications in Transport and logistics (Warehousing and Storage). For more information on these products please contact one of our friendly account managers on 1300 134 099 or national@aspirelearningresources.com.au
New releases
Aspire releases more exciting CHC08 resources this month. Trainer feedback, from trials conducted during CHC08 development, has been very positive, especially regarding our new trainer’s and assessor’s guides, which complement each workbook.
July’s releases are detailed below, so you can get underway with your planning and delivery of CHC08 qualifications.
CHC30408 Certificate III in Disability
The qualification requires 14 units: 10 compulsory and four elective.
Aspire is releasing the following workbooks, each comprehensively addressing its corresponding unit of competency:
Compulsory units:
- CHCCS411A Work effectively in the community sector
- CHCDIS301A Work effectively with people with a disability
- CHCDIS302A Maintain an environment to empower people with disabilities
- CHCDIS322A Support community participation and inclusion
- CHCDIS323A Contribute to skill development and maintenance
- CHCICS301A Provide support to meet personal care needs
- CHCICS302A Participate in the implementation of individualised plans
- CHCICS303A Support individual health and emotional wellbeing
- CHCICS305A Provide behaviour support in the context of individualised plans
- CHCOHS312A Follow safety procedures for direct care work
Elective units:
- HLTHIR403B Work effectively with culturally diverse clients and co-workers
- CHCICS304A Work effectively with carers
- CHCLD315A Recognise stages of lifespan development
- CHCPA301B Deliver care services using a palliative approach
- CHCCS305A Assist clients with medication (Note: pre-requisite HLTAP301A)
- HLTAP301A Recognise healthy body systems in a health care context
- CHCAC317A Support older people to maintain their independence
- CHCAC318A Work effectively with older people
- CHCAC319A Provide support to people living with dementia
- CHCMH301A Work effectively in mental health
The workbooks are available individually, or in competitively priced packs. A Trainer’s and assessor’s guide for each workbook will be available at the end of July.
| Individual workbooks | 1–9: $29.95 each (incl. GST) |
| CHC30408 Certificate III in Disability Compulsory Pack (Contains 10 workbooks listed above) | $185.00 (incl. GST) |
| CHC30408 Certificate III in Disability Pack (Contains 14 workbooks, 10 compulsory workbooks listed above and four other workbooks of your choice) | $265.00 (incl. GST) |
| CHC08 Trainer’s and assessor’s guides | $49.95 per unit |
Please click here for further details.
CHC30708 Certificate III in Children’s Services
The qualification requires 15 units: 11 compulsory and four elective.
Aspire has worked in partnership with One World for Children to release the following workbooks, each comprehensively addressing its corresponding unit of competency:
Compulsory units:
- CHCCHILD401A Identify and respond to children and young people at risk
- CHCCN301A Ensure the health and safety of children
- CHCCN302A Provide care for children
- CHCCN303A Contribute to provision of nutritionally balanced food in a safe and hygienic manner
- CHCCS400A Work within a relevant legal and ethical framework
- CHCFC301A Support the development of children
- CHCIC301D Interact effectively with children
- CHCPR301A Provide experiences to support children’s play and learning
- CHCPR303D Develop understanding of children’s interests and developmental needs
- HLTOHS300A Contribute to OHS processes
Please note: the additional compulsory unit is HLTFA301B Apply first aid
Elective units:
- HLTHIR403B Work effectively with culturally diverse clients and co-workers
- CHCCN305A Provide care for babies
- CHCORG303A Participate effectively in the work environment
- CHCRF301D Work effectively with families to care for the child
The workbooks are available individually, or in competitively priced packs. A Trainer’s and assessor’s guide for each workbook will be available in August.
| Individual workbooks | 1–9: $29.95 each (incl. GST) 10+: $25.00 each (incl. GST) |
| CHC30708 Certificate III in Children’s Services Compulsory Pack (Contains 10 workbooks listed above) | $185.00 (incl. GST) This equates to $18.50 p/wkbk |
| CHC30708 Certificate III in Children’s Services Tailored Pack (Contains 14 workbooks, 10 compulsory workbooks listed above and four other workbooks of your choice) | $265.00 (incl. GST) This equates to $18.93 p/wkbk |
| CHC08 Trainer’s and assessor’s guides | $49.95 per unit |
Certificate III in Home and Community Care – Trainer’s and assessor’s guide
In July, a Trainer’s and assessor’s guide for each CHC30308 workbook will be released. The guides assist trainers to optimise the learning experience and contain excellent features, including delivery plans, comprehensive mappings, solutions and assessment records. Each Trainer’s and assessor’s guide is $49.95.
Please click here for further details.
For more information about any of these new releases, please contact your friendly account manager on 1300 134 099 or visit our website at: www.aspirelearningresources.com.au
Strengthening the AQF
Since 1995 the Australian Qualifications Framework (AQF) has provided the structure for Australia’s qualification system from secondary school to doctoral level. Issues such as globalisation, the recent Bradley review of higher education and targets set by the Australian government have highlighted the need for a more robust qualifications framework. This article takes a look at the AQF Council discussion paper Strengthening the AQF: a proposal released last month.
The need for strengthening
The AQF provides guideline information on linkage between different qualifications and the pathways that exist between different qualifications and sectors. However, when it comes to qualification frameworks, it has been argued that Australia lags behind other countries. A number of issues have prompted the AQF Council to review the AQF, internationally and domestically. In a contemporary climate, people are likely undergo at least five major career changes in their lifetime and the transformation of workplace environments, due to globalisation and technology, means changing demands for skills and qualifications. Increased globalisation (in the student market and workforce mobility) necessitates that Australia improve the international comparability of its qualifications.
On the domestic political front there are the ambitious targets set by the Australian government (such as increasing the number of people aged 25–34 with a bachelor degree or higher to 40 per cent by 2025) and the Bradley review of higher education, which has highlighted the need for better articulation between VET and higher education. Furthermore, there is an increased need to recognise knowledge and skills gained outside the traditional education and training sector.
The proposals
Three key proposals have been highlighted in the paper in order to create a more contemporary AQF.
Firstly, ‘a common taxonomy of learning outcomes to describe the breadth and depth of each qualification’ is required. In layman’s terms, this refers to the way qualifications are ordered, classified and what is expected from each qualification. The most widely used taxonomy (referred to as the KSC taxonomy) contains three major dimensions of learning outcomes:
- Knowledge
- Skills
- Competences
Exactly how this will be structured is open to debate; however, one of the major issues surrounding the implementation of a KSC taxonomy in Australia is whether generic competences should be embedded or maintained as a separate dimension.
The second proposal is ‘a hierarchy of qualifications based on explicit reference level’. Currently qualification levels are assigned in an inconsistent manner without an explicit or systematic basis for the location of qualifications at specific levels. This creates confusion as to where new qualifications should be located. An explicit reference levels-based structure is proposed to clarify relationships between different qualifications, develop pathways and facilitate greater international alignment. Examination of international qualification frameworks suggests that eight to ten levels are the predominant way of structuring qualification frameworks.
The third proposal is ‘a measurement of the volume of learning for each qualification type at each level’. Points based on average learning time would be assigned to specify the volume of learning required to achieve qualifications at different levels. While most higher education and some VET institutions already use a credit system, these differ between universities. Where one university may assign 120 credit points for a full-time yearly load, another may designate 100 points.
In order to standardise credit systems, it is proposed that AQF qualifications are assigned a numerical value based on notional learning time (incorporating formal, non-formal and informal learning). For example, one credit point might be allocated for each notional 10 hours of learning, where in order to gain a PhD 420–540 credit points would be required, while a Certificate III qualification would need 90–150.
If you want to find out more about this project, the discussion paper can be downloaded from: www.aqf.edu.au/aboutaqf.htm.
New Aspire WELL projects
We are pleased to announce we have successfully gained funding from the Workplace English Language and Literacy (WELL) Program to develop some fantastic new resources:
- Keeping food safe for all: food safety across industries
- Communication in mental health
Keeping food safe for all: food safety across industries
Aspire will develop an interactive CD-ROM that provides an introduction to food safety across four key industries: hospitality, community services, retail and food processing. The CD-ROM includes workplace video clips with narration, explaining the basics of safe food handling. This is accompanied by written content, definitions of difficult words and multimedia exercises to test learners’ knowledge. A booklet of learner worksheets and a trainer’s guide complete the product.
Communication in mental health
Aspire will develop an interactive CD-ROM with an accompanying trainer’s guide and student worksheets designed to provide an introduction to communication in the mental health industry. It is directed at new entrants to the mental health sector and those transferring from other health fields. Topics discussed include varying work environments and job roles, major mental health disorders and industry issues, legal and ethical work practices, effective communication skills and remedies for challenging behaviours.
These new projects add to Aspire’s impressive range of language and literacy focused, competency-based resources, which include:
- Certificate II in Community Services Work resources (workbooks and trainer’s guide CD-ROM)
- Certificate III in Aged Care Work resources (workbooks and solutions guide CD-ROM)
- Welcome to Aged Care DVD and Facilitator’s Guide
- Working safely in Community Services DVD and Facilitator’s Guide
- Certificate I in Retail Services (workbooks)
- Welcome to Work DVD and Facilitator’s Guide
Development commences in the new financial year and any RTOs interested in participating in trials for either the food safety or mental health communication resources are encouraged to contact Stephen White: swhite@aspirelearningresources.com.au.
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