Before course components can be developed and submitted for accreditation in module format you must complete and submit this form to the TAC Secretariat via email to TACCourseAccreditation@dtwd.wa.gov.au.
Overview
Accredited Courses are developed by packaging units of competency or modules into meaningful combinations that reflect the outcomes sought by the industry, enterprise, educational or community bodies consulted during the development stage. This can be done by:
- using units of competency sourced from one or more Training Packages
- developing units of competency where there are gaps
- developing modules comprised of learning outcomes if the course developer can justify to the accrediting body that units of competency are not appropriate, or
- a combination of these approaches.
Approval for module development
If the course proposal is for a course that does not have intended vocational outcomes, and as the course developer you believe it will not be possible to write the entire course or part thereof in a competency-based format, permission must be sought from the Training Accreditation Council to develop modules for inclusion in the course prior to their development.
Courses may be part modules and part units of competency. Justification for the request must be provided. Granting permission for the development of modules is at the sole discretion of the Council.
Applications for re-accreditation of courses containing modules
You must request approval and justify the need for modules to be included in any course, including those that have been accredited previously. The fact that modules were accredited in the past is not sufficient justification for approval to be granted. You must establish to the satisfaction of the Training Accreditation Council that the review you conducted prior to applying for re-accreditation confirmed that no new units on TGA (training.gov.au) are available to use and that it is not possible to re-develop previous module outcomes as units of competency.
Modules
A module relates to a specific area of learning at a given level of knowledge or skills performance, and is made up of a number of learning outcomes and assessment criteria. It is complete in itself and directly aligned to the stated educational, community or legislative outcomes of its course. Modules do not have direct industry, occupational or vocational outcomes as these are reflected in units of competency.
The fact that an accredited course will be knowledge-based does not mean that it cannot be developed in a competency-based format.
Although the majority of Training Package units of competency have direct vocational outcomes, there are also many examples now of industry and preparatory units of competency that are knowledge and/or skills based. One example is the construction ‘White Card’ CPCCWHS1001 Prepare to work safely in the construction industry which has knowledge outcomes which must be identified and explained. This unit is clearly aligned to industry requirements but is knowledge-based.
Educational, community or legislative outcomes
If a course has educational, community or legislative outcomes and no intended vocational outcomes, the development of units of competency may not be possible. However, the entire course should not be developed as modules if some units of competency are possible e.g. an accounting course with largely theoretical learning components but some vocational outcomes where knowledge is applied to preparing balance sheets or financial reports. In this case a combination of units and modules would be required.
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