These competencies address the high-level communication skills that are required in the work of
career development practitioners
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6.3.3.a. Acknowledge context
• build rapport and relationships with individuals and groups in a range of settings
• encourage effective communication
6.3.3.b. Use effective verbal communication skills
• facilitate accurate assessment of individuals’ needs
• allow for the transfer of required information
• promote a cooperative and productive work environment
• save time and reduce confusion and error
• validate clients’ own beliefs, values and opinions
6.3.3.c. Use effective listening skills
• demonstrate respect
• create a climate of confidence, openness, trust and comfort
• improve cooperation and teamwork
• acquire relevant information
• facilitate accurate assessment of individuals’ needs
• encourage and support individual participation
6.3.3.d. Use appropriate and professional written communication skills
• maintain accurate records
• write accurate reports
• save time and reduce confusion and error
• produce effective resources
• use electronic communication ethically and effectively
6.3.3.e. Work effectively in a team environment
• work cooperatively and respectfully with team members
• keep team members informed
• work with the team in the client’s best interests
• be aware of the boundaries of team roles and avoid conflicts of interest
6.3.3.f. Specialisation – counselling skills
Counselling is fundamental to the work of many career development Practitioners. All of the
advanced communication competencies listed previously are essential to counselling; however,
this does not imply that all career development practitioners are career counsellors. In addition to
the core competencies, career development practitioners identifying as career counsellors could
be expected to have the specialised competencies listed in the following paragraph.
Practitioners are reminded that counselling is an advanced Communication skill for which
appropriate training must be undertaken in order to develop the specialised competencies
required to:
• explain major theories and models pertaining to counselling
• apply counselling theory to career development counselling
• demonstrate theoretically-driven career counselling practice
6.3.3.g. Specialisation – program delivery
Program delivery is fundamental to the work of many career development practitioners, especially
those working in educational and organisational settings. Effective program delivery is predicated
on effective use of the communication competencies listed previously. In addition to the core
competencies, career development practitioners engaged in program delivery could be expected
to have the ability to carry out the following specialised competencies:
• describe models and processes of group facilitation
• describe learning styles
• develop and conduct theoretically-driven career development programs
• foster career development learning in group settings
• cater for a variety of learning styles
• contextualise career development programs according to work setting, clientele and
societal context
• cater for diversity within career development programs
• monitor the progress of individuals and of the group
• evaluate career development programs
• as appropriate develop and delivery curriculum
6.3.4. Ethical practice
These competencies address the ethical standards that guide the work of career development
practitioners:
6.3.4.a. Apply the Code of Ethics
• engage in ethical practice with other practitioners, individuals and the public
• protect practitioners and their employers by engaging in ethical practice
• provide a practical guide for professional behaviour for those who provide career
development services
• inform the public about the competencies that career development practitioners should have
6.3.4.b. Demonstrate professional attributes
• create and maintain a high level of credibility
• act as role models
• ensure consistency of service to all individuals
• enable practitioners to work with a variety of people with diverse needs and backgrounds
• show respect to others
• act responsibly and within professional boundaries
• offer quality service to individuals
• contribute professional practice
6.3.4.c. Develop relationship with other professionals
• broaden experience
• realise and respect the boundaries and limitations of their roles
• keep up-to-date in the field and share ideas and techniques that positively impact on individuals
• work cooperatively with colleagues, employers, individuals and the community
• enhance the working environment
• plan for own professional development
• avoid duplication of services for clients where they are involved with other professionals
• obtain feedback on, and evaluation of, services provided
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6.3.4.d. Demonstrate a commitment to lifelong learning
• continue professional development
• act as a role model
• retain current and relevant knowledge and skills
• improve services to individuals
• demonstrate+ alliance with the values of the career development profession by continuing to
develop as individuals
6.3.5. Diversity
These competencies address the need for career development practitioners to recognise and
respect diversity and conduct their work in culturally sensitive ways.
6.3.5.a. Recognise diversity
• work effectively, appropriately and ethically with a diverse client group
• appreciate that individuals may not share practitioner’s personal or professional perspectives
• understand that clients and colleagues are unique individuals and accept and respect each
individual for who they are
• provide an inclusive environment when working with individuals
• understand the influence and impact of the individual’s geographic, social and economic
environment or context in career decision-making
• understand the influence of culture on career and life development
• promote access to services by diverse individuals
6.3.5.b. Respect Diversity
• work responsibly and respectfully with individuals by accepting, understanding and respecting
individual uniqueness
• ensure pre-judgment and biases are not affecting service delivery
• identify and work to overcome systemic biases that limit people’s career development
6.3.5.c. Specialisation – working with people with disabilities
• understand rehabilitation theory, models , processes and practices
• apply a working knowledge of vocational and occupational rehabilitation systems
• facilitate rehabilitation case management
• conduct specialised vocational evaluation and assessment
• understand functional implications of injury and disability for career and work
• apply career development theories to disability
• conduct specialised vocational counselling for people with disabilities
• provide career guidance for people with disabilities
• provide job seeking skills training and job placement for people with disabilities
• understand applied counselling approaches and their application to people with disabilities
• understand psychosocial issues related to the experience of disability
• facilitate job accommodation
6.3.6. Information and resource management
These competencies address the need for systematic, efficient and effective information and
resource management in the work or career development practitioners.
6.3.6.a. Collect, analyse and use information
• identify trends and opportunities
• access and exchange information relevant to one’s practice
• maintain, retrieve and interpret information effectively to assist individuals
• increase access for individuals to services and information
• remain current in the career development field
• develop information management strategies
6.3.6.b. Keep up-to-date with technology
• remain current and relevant in practice and services provided
• help individuals use relevant information technology resources and tools
• recognise the impact that e-commerce and diverse technologies are having on the world of work
• use appropriate forms of electronic communication
6.3.6.c. Identify the major organisations, resources and community-based services for
career development
• promote lifelong learning
• address the needs of those individuals with unique needs
• identify service gaps in the community
• make appropriate referrals
6.3.7 Professional practice
These competencies address the practices required to maintain Professional standards in the
work of career development practitioners.
6.3.7.a. Maintain client records
• monitor the individual’s situation and progress
• store information that can easily retrieved for decisions or future needs
• maintain individual confidentiality
• highlight the importance of record-keeping in case management documentation
• understand the implications of record-keeping, including legal implications
6.3.7.b Evaluate the service provided to clients
• improve practice and accountability
• measure and improve individual satisfaction
• identify new services
• provide evidence to assist in service promotion and enhancement
• identify inequities in service delivery
6.3.7.c. Use planning and time management skills
• fulfil responsibilities to individuals, colleagues, employers and self efficiently and effectively
• understand own limitations and boundaries
• foster self-care
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6.3.7.d Follow case and/or project management procedures
• evaluate cases and/or projects to ensure accountability
• work in the individual/client/group/class’s best interests
• give feedback that is supportive and of interest
• coordinate services where more than one service provider is involved
• follow the individual/group/client/class’s progress
• ensure accountability
• coordinate and cooperate at intra- and inter- agency levels
6.3.7.e. Establish and maintain collaborative work relationships
• develop appropriate client, colleague, agency and community relationships that facilitate
gathering and sharing of information
• work effectively with others in order to create a healthy and productive work environment
• promote and market services to clients, employers and other agencies
• foster links and gain cooperation of key stakeholders and outside communities including
employers, professional associations and peak organisations
• plan and organise career events
6.3.7.f. Use enterprise and innovation skills
• be cognisant of the changing contexts, including the political and organisational contexts,
within which career development services are provided
• provide innovative responses to the changing context and emerging career development
needs of individuals and the community
• be adaptable and flexible in a constantly changing world
• generate new ideas and create approaches to issues and practices
• identify and develop new skills
• implement new ideas and activities
6.3.7.g. Specialisation – project management
Project management is fundamental to the professional practice of some career development
practitioners
• establish and maintain strong communication with both client and management, through
consistent and timely project reporting and project review meetings and presentations as to
project progress
• create, update and control detailed project plans to ensure project stays within budget
• establish project budget and monitor expenses to ensure the project stays within budget
• justify budget variances on a monthly basis
• manage project risk issues and ensure inclusion on standard project reports
• ensure accurate, on time “time accounting” procedures are followed
• manage third-party relationships involved in the overall implementation of the project
• ensure that quality deliverables are produced to customers’ expectations
6.3.7.h. Specialisation – employer liaison
• demonstrate a high level of client focus
• use effective interpersonal, presentation and negotiation skills
• use group facilitation skills
• manage data
• cooperation, collaborate and communicate with stake holders such as recruitment agencies,
employers, peak industry groups, internal stakeholders and other persons and agencies to
maximise the benefits of the careers services provided
Acknowledgement: The work of the [Canadian] Nationals Steering Committee for Career Development Guidelines and
Standards (2004) in the development of the Canadian Standards and Guidelines for Career Development Practitioners is
acknowledged in the preparations of this document.
References
Australian Association of Social Workers (2002). Continuing professional education policy planner logbook,
- Retrieved 21 July 2004 from www.aasw.asn.au/adobe/about/CPE_logbook2002_04.pdf
Canadian Career Development Foundation (2002). Career development: A primer and glossary.
Ottawa, Canada: Author.
Career Advisers Association of New South Wales. (2004). Policy statement. Retrieved August 15, 2004, from
http://www.caa.nsw.edu.au/
Commission of the European Communities. (2000). Commission Staff Working Paper A Memorandum on
Lifelong Learning. Brussels. Retrieved February 14, 2003, from http://europa.eu.int/comm/education/life/
memeon.pdf
Knight, A. & Nestor, M. (2002). A glossary of vocational education and training terms. Leabrook, Australia:
National Centre for Vocational Education Research Ltd. Retrieved 3 July 2004 from www.ncver.edu.au
Miles Morgan Australia (2003). Australian Blueprint for Career Development. Retrieved 28 July 2004 from
www.milemorgan.com.au
Ministerial Council for Employment, Education, Training and Youth Affairs. (1998). National principles for
career education. Canberra. Author.
[Canadian] National Steering Committee for Career Development Guidelines and Standards (2004).
Canadian standards and guidelines for career development practitioners code of ethics. Retrieved 3 July
2004 from www.career-dev-guidelines.org
Organisation for Economic Cooperation and Development (2003). Career guidance and public policy:
Bridging the gap. Retrieved 10 January 2004 from www.oecd.org
Patton, W. & McMahon, M. (1999). Systems theory and career development: A new relationship. Pacific
Grove, CA: Brooks/Cole.
Professions Australia (2004). About Professions Australia. Retrieved 15 July 2004 from www.professions.
com.au/body.cfm?subID=41
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Appendix 1:
Career Industry Council of Australia Inc. (CICA)
CICA represents a unique collaboration of Australian career development practitioner associations.
Incorporated in 2003, CICA is a not-for-profit entity. CICA members are national and state-based
associations which are represented on the council by their presidents or nominees. Practitioners of the
member associations work across the spectrum of sectors including education, commerce, industry,
government, community, rehabilitation, elite performance and private practice.
Member Associations of CICA
The Career Industry Council of Australia comprises 11 member associations, specifically;
• Careers Advisers Association of New South Wales and ACT (CAA NSW & ACT)
• Career Development Association of Australia (CDAA)
• Career Educators Association of the Northern Territory (CEANT)
• Career Education Association of Victoria (CEAV)
• Career Education Association of Western Australia (CEAWA)
• Graduate Careers Australia (GCA)
• National Association of Graduate Careers Advisory Services (NAGCAS)
• National Athlete Career and Education (NACE)
• Queensland Association of Student Advisers (QASA)
• Queensland Guidance and Counselling Association (QGCA)
• Rehabilitation Counselling Association of Australia (RCAA)
Vision and Purpose of CICA
The formation of CICA came as a response to a need for national leadership in the career development
field of Australia. CICA provides a voice for the industry that is considered and comprehensive and in
turn is a focal point for government and other organisations that may also be interested in promoting the
career industry in Australia. Such leadership could not be provided by any one of the member associations
because of the variety of constituents each represents. Importantly, CICA presents one voice for the career
industry while keeping in mind the needs of its member organisations.
Vision
As the national representative body of career development practitioner organisations, CICA’s vision is to:
promote a career development culture within the Australian community
Purpose
CICA works to:
• consult and collaborate with relevant stakeholders
• enhance collegiality within the career industry to achieve agreed goals
• facilitate strategic liaisons with stakeholders and policy-makers
• develop community awareness of the concept, benefit and value of career development
• promote professional standards and practice within the career industry
• enhance relationships within the international career development community
Appendix 2:
Glossary
Accreditation
The process by which a course or training program is officially recognised and approved. Under the
Australian Qualifications Framework, accreditation of courses and customised qualifications occurs only
where no relevant training packages exist (Knight & Nestor, 2000, p. 1).
Accrediting authority
An organisation with the authority and responsibility for accrediting courses and training programs (Knight &
Nestor, 2000, p. 1).
Advance standing (also called status or credit)
Recognition granted to a student on the basis of previous study (credit transfer) and/or experience
(recognition of prior learning), exempting the student from a particular course, subject or module (Knight &
Nestor, 2000, p.3).
Areas of specialisation
Additional skills, knowledge and attitudes that may be required depending on the type of work setting and
the client groups that are being served ([Canadian] National Steering Committee for Career Development
Guidelines and Standards, 2004).
Articulation
The arrangements which facilitate the movement or progression of students from one course to another, or
from one education and training sector to another (Knight & Nestor, 2000, p. 5).
Assessment
The process of gathering and judging evidence in order to decide whether a person has achieved a
standard or competency (Knight & Nestor, 2000, p. 5).
Australian Qualifications Framework (AQF)
A nationally consistent set of qualifications for all post-compulsory education and training in Australia
(Knight & Nestor, 2000 p. 7).
Best Practice
Management practices and work processes that lead to outstanding or top-class performance and provide
examples for others (Knight & Nestor, 2000, p. 9).
Career
A lifestyle concept that involves the sequence of work, learning and leisure activities in which one engages
throughout a lifetime. Careers are unique to each person and are dynamic: unfolding throughout life.
Careers include how persons balance their paid and unpaid work and personal life roles ([Canadian]
National Steering Committee for Career Development Guidelines and Standards, 2004)
Career adviser
See Careers Adviser (the title used by the Career Advisers Association of New South Wales).
Career Counselling
An individual or group process which emphasises self-awareness and understanding, and facilitates people
to develop a satisfying and meaningful life/work direction as a basis to guide learning, work and transition
decisions, as well as manage responses to changing work and learning environments over the lifespan
([Canadian] National Steering Committee for Career Development Guidelines and Standards, 2004).
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Career Development
The lifelong process of managing learning, work, leisure and transitions in order to move towards a
personally determined and evolving future ([Canadian] National Steering Committee for Career Development
Guidelines and Standards, 2004).
Career development practitioner
An umbrella term that refers to any direct service provider in the career development field. This includes but
is not limited to: career counsellors employment counsellor, career educators, career information specialists,
career management consultants, career practitioners, rehabilitation counsellors, work development officers,
employment support workers, work experience coordinators, job developers, placement coordinators,
career coaches, and vocational rehabilitation workers ([Canadian] National Steering Committee for Career
Development Guidelines and Standards, 2004).
Any direct service provider who plays a part in facilitating learning that fosters career development (Miles
Morgan Australia, 2003, p. 12).
Career development services
A wide range of programs and services provided in many different jurisdictions and delivery settings. Their
object is to assist individuals to gain the knowledge, skills, attitudes and behaviours to manage their life,
learning and work in self-directed ways (Canadian Career Development foundation, 2002).
Career education
The development of knowledge, skills and attitudes through a planned program of learning experiences
in education and training settings which will assist students to make informed decisions about their study
and/or work options and enable effective participation in working life (Ministerial Council for Employment,
Education, Training and Youth Affairs, 1998).
Career educator
A career educator works with individuals or groups in educational settings to assist them to learn career
development knowledge, skills and applications. Career educators help youth and adult learners to
construct their careers through acquiring knowledge and skills that will enable them to identify, choose,
plan and prepare for learning, training, work and other life-roles ([Canadian] National Steering Committee for
Career Development Guidelines and Standards, 2004).
Career guidance
Services intended to assist individuals, of any age and at any point throughout their lives, to make
educational, training and occupational choices and to manage their careers (OECD, 2003).
A range of interventions including career education and counselling, that help people to move from a
general understating of life and work to a specific understanding of the realistic learning and work options
that are open to them (Miles Morgan Australia, 2003, p. 12).
Career information
Information (print, electronic, personal contacts and other resources) that assists the process of career
development. Career information includes occupational and industry information, education and training
information and social information related to the world of work (Miles Morgan Australia, 2003, p. 12).
Career information services
A variety of resources that provide current, unbiased information about work roles, educational programs
and work opportunities. Such resources include computer-based career information delivery systems, the
Internet, print and media materials, informational interviews, workplace speakers and more (Miles Morgan
Australia, 2003, p. 13).
Career practitioner
Career practitioners facilitate the ability of clients to take charge of their own career development by
assisting them in the process of identifying and assessing resources, planning, and managing for their
career-life development ([Canadian] National Steering Committee for Career Development Guidelines and
Standards, 2004).
Careers adviser
Careers advisers provide a service that facilitates career decision-making. In addition they provide timely
and authoritative advice and information to students, colleagues and parents for use in school programs
(Careers Advisers Association of New South Wales, 2004).
Codes of ethics
A practical guide for professional behaviour and practice for those who offer direct service in career
development and to inform the public which career development practitioners serve ([Canadian] National
Steering Committee for Career Development Guidelines and Standards, 2004).
Continuing professional development (CPD)
The ongoing maintenance and growth of professional excellence through participation in learning activities
which are planned and implemented to achieve excellence for the benefits of participants, clients and the
community (Association of Australian Social Workers, 2002).
Competency (also competence)
The ability to perform tasks and duties to the standard expected in employment (Knight & Nestor, 2000, p. 11).
Competency-based assessment (CBA)
The gathering and judging of evidence in order to decide whether a person has achieved a standard of
competence (Knight & Nestor, 2000, p.12).
Competency-based training (CBT)
Training which develops the skills, knowledge and attitudes required to achieve competency standards
(Knight & Nestor, 2000, p. 12).
Competency standard
An industry-determined specification of performance which sets out the skills, knowledge and attitudes to
operate effectively in employment. Competency standards are made up of units of competency, which are
themselves made up of elements of competency, together with performance criteria, a range of variables
and an evidence guide. Competency standards are an endorsed component of a training package (Knight &
Nestor, 2000, p. 12).
Core competency
The skills, knowledge, and attitudes that all career development practitioners require regardless of their
employment setting ([Canadian] National Steering Committee for Career Development Guidelines and
Standards, 2004b).
Credential
Formal certification issued for successful achievement of a defined set of outcomes, e.g., successful
completion of a course in recognition of having achieved particular knowledge, skills or competencies;
successful completion of an apprenticeship or traineeship. See also qualification (Knight & Nestor, 2000, p. 13).
Credit (also called status or advanced standing)
The acknowledgement that a person has satisfied the requirements of a module (subject) or unit of
competency either through previous study (credit transfer) or through work or life experience (recognition
of prior learning). The granting of credit exempts the student from that part of the course (Knight & Nestor,
2000, p. 13).
Credit transfer
The granting of status or credit by an institution or training organisation to students for modules (subject) or
units of competency completed at the same or another institution or training organisation (Knight & Nestor,
2000, p. 13).
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Curriculum
The specifications for a course or subject (module) which describe all the learning experiences a student
undergoes, generally including objectives, content, intended learning outcomes, teaching methodology,
recommended or prescribed assessment tasks, assessment exemplars, etc. (Knight & Nestor, 2000, p. 13).
Employability skills
Generic skills and attributes that are required to gain employment and may be transferred from one situation
to another (Miles Morgan Australia, 2003, p. 13).
Entry-level skill
A skill required to commence employment in an organisation or more generally, to gain entry to the
workforce (Knight & Nestor, 2000, p. 17).
Entry-level training (abbreviation ELT)
Training undertaken to gain entry into the workforce or further vocational education and training (Knight &
Nestor, 2000, p. 17).
Entry requirements
The qualifications, knowledge, skills or experience required for entry to an education or training program
(Knight & Nestor, 2000, p. 17).
Evaluation
The process or results of an assessment or appraisal in relation to stated objectives, standards, or criteria;
in vocational education or training may be applied to organisations, programs, policies, courses, etc.
(Knight & Nestor, 2000, p. 18).
Flexible delivery
A range of approaches to providing education and training, giving learners greater choices of when,
where and how they learn. Flexible delivery may involve distance education, mixed-mode delivery, online
education, self-paced learning, self-directed learning etc. (Knight & Nestor, 2000, p. 18)
Flexible learning
The provision of a range of learning modes or methods, giving learners greater choice of when, where, and
how they learn (Knight & Nestor, 2000, p. 18).
Further education (FE)
Post-secondary education, including higher education, adult education, and vocational education and
training (Knight & Nestor, 2000, p. 19.)
Key competency
Any of several generic skills or competencies considered essential for people to participate effectively
in the workforce. Key competencies apply to work generally, rather than being specific to work in a
particular occupation or industry. The Finn Report (1991) identified six key areas of competence which were
subsequently developed by the Mayer committee (1992) into seven key competencies: collecting, analysing
and organising information: communicating ideas and information: planning and organising activities:
working with others and in teams: using mathematical ideas and techniques: solving problems: and using
technology (Knight & Nestor, 2000, p. 23).
Learning
Learning is a holistic process involving thinking, feeling, perceiving and behaving as individuals relate with
past experience and ongoing interaction with the world throughout their lives (Patton & McMahon, 1999).
Lifelong learning
All purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills
and competence (Commission of the European Communities, 2000).
The process of acquiring knowledge or skills throughout life via education, training, work and general life
experience (Knight & Nestor, 2000, p.24).
Logbook
A record kept by a person of the knowledge, skills or competencies attained during on – or off-the-job
training (Knight & Nestor, 2000, p. 24).
Minimum competency
An essential skill for a given age, grade or level of performance (Knight & Nestor, 2000, p. 25).
National Training Framework (NTF)
The component parts of the vocational education and training system – national competency standards
national qualifications and national assessment guidelines – and their relationship to each other including
implementation, quality assurance and recognition strategies and procedures. Endorsed training packages
provide the implementation tools (Knight & Nestor, 2000, p. 27).
Open entry
An admissions policy in which there are minimal entry criteria or in which standard selection criteria are
relaxed or waived (Knight & Nestor, 2000, p. 30).
Performance criteria
The part of a competency standard specifying the required level of performance in terms of a set of
outcomes which need to be achieved in order to be deemed competent (Knight & Nestor, 2000, p. 31).
Portable skill
A skill or competency that can be transferred from one work context to another (Knight & Nestor, 2000, p. 31).
Prior learning assessment and recognition
A systematic process that involves the identification, documentation, assessment and recognition of
competencies (knowledge, skills and attitudes) that have been developed through many formal and informal
means (e.g., work experience, training, independent study, volunteer activities, travelling and hobbies).
The recognition can be used toward the requirements of an academic or training program, occupational
certification or labour market entry ([Canadian] National Steering Committee for Career Development
Guidelines and Standards, 2004.
Professional
A profession is a disciplined group of individuals who adhere to ethical standards and uphold themselves
to, and are accepted by, the public as possessing special knowledge and skills in a widely recognised body
of learning derived from research, education and training at a high level, and who are prepared to exercise
this knowledge and skills in the interest of others (Professions Australia, 2004).
Qualification
Certification awarded to a person on successful completion of a course in recognition of having achieved
particular knowledge, skills or competencies (Knight & Nestor, 2000, p. 32).
Quality (under Australian Recognition Framework arrangements)
The level of satisfaction with and effectiveness of vocational education and training organisations,
their products and services, established through conformity with the requirements set by clients and
stakeholders (Knight & Nestor, 2000, p. 33).
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Quality assurance
The systems and procedures designed and implemented by an organisation to ensure that its products and
services are of a consistent standard and being continuously improved (Knight & Nestor, 2000, p. 33).
Quality standards
Quality standards refers to the systems and procedures developed by career practitioners and stakeholders
in the career industry that:
• Define the career industry, its membership and its services
• Recognise the diverse skills and knowledge of career practitioners
• Guide practitioner entry into the industry
• Provide a foundation for designing career practitioner training
• Provide quality assurance to the public and other stakeholders in the industry
• Create an agreed terminology for the industry
(adapted from [Canadian] National Steering Committee for Career Development Guidelines and Standards,
2004).
Quality system
A management system designed to ensure that an organisation’s products and services always meet or
exceed defined quality standards and are subject to continuous improvement (Knight & Nestor, 2000, p. 33).
Recognition of prior learning (RPL)
The acknowledgment of a person’s skills and knowledge acquired through previous training, work or life
experience, which may be used to grant status or credit in a subject or module (Knight & Nestor, 2000, p. 33).
Self-assessment
A process in which learners or organisations assess their own performance against particular standards or
criteria; (in competency-based training) a process in which learners assess their own performance against
competency standards; (in quality endorsement) a process in which an organisation assesses the extent to
which it satisfies the criteria for quality endorsement, identifying opportunities for improvement (Knight &
Nestor, 2000, p. 35).
Skill
An ability to perform a particular mental or physical activity which may be developed by training or practice
(Knight & Nestor, 2000, p. 35).
Skill formation
The development of skills or competencies which are relevant to the workforce (Knight & Nestor, 2000, p. 35).
Skill recognition
The recognition or acknowledgement of the validity of skills and qualifications by educational institutions,
professional bodies, employers, registration authorities and other organisations (Knight & Nestor, 2000, p. 35).
Skills transfer
The transfer of skills or competencies from one work context to another (Knight & Nestor, 2000, p. 36).
Total quality management (TQM)
A management system with a focus on customer satisfaction, involving a systematic approach to ensuring
that products and services always meet defined standards and are subject to continuous improvement
(Knight & Nestor, 2000, p. 39).
Training program
A set of education and training activities designed to achieve a specific vocational outcome, e.g., a course,
a module (subject), on-the-job training etc. (Knight & Nestor, 2000, p. 39).
Transition adviser
Transition advisers organise resources and offer assistance so that individuals can make successful
transitions through school to work or further education and training (Miles Morgan Australia, 2003, p. 13)
Transition program
A program, class or course designed to prepare people for the transfer from one level of education to the
next, or form education to the workforce (Knight & Nestor, 2000, p. 39).
Upskilling
Improving skills, e.g., by further education and training (Knight & Nestor, 2000, p. 41).
Work
A set of activities with an intended set of outcomes, from which it is hoped a person will derive personal
satisfaction. It is not necessarily tied to paid employment. It can encompass other meaningful and satisfying
activities through which an individual’s career develops, such as parenting or volunteering (Miles Morgan
Australia, 2003, p. 14).
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