cuv arts & culture training package - vetnet documents/cuvv1 arts and... · 2016. 8. 4. · cuv...

CUV Arts & Culture Training Package Implementation Guide

Companion Volume

DisclaimerThis work has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Industry. The views expressed in this work do not necessarily represent the views of the Department of Industry. In addition, the Department of Industry does not give warranty or accept any legal liability in relation to the content of this work.

For further information about this Companion Volume or any other work being undertaken by Innovation and Business Skills Australia (IBSA), please visit www.ibsa.org.auInnovation & Business Skills Australia Level 11, 176 Wellington Parade East Melbourne VIC 3002 Australia p 03 9815 7000 e [email protected] f 03 9815 7001 w www.ibsa.org.au

© 2013 Commonwealth of Australia

3



ContentsIntroduction 4

Who is this guide for? 4

Version Modification History 4

Mapping to previous version of the training package 4

Overview of the CUV Arts & Culture Training Package 6

Who can train and assess against training packages? 6

Maintaining Currency 7

Mode of delivery 7

Regulation and licensing implementation issues 7

Implementation Information 8

Information on the key features of the training package and the industry that will impact on the selection of training pathways 8

Qualification Pathways 8

CUV Arts & Culture Qualification Pathways 10

Access and equity considerations 12

Advice on any WHS implications in the industry 13

Resource and equipment list relevant to the training package 13

Qualifications 14

What is the Australian Qualifications Framework (AQF)? 14

Qualification codes 14

Explanation of the qualifications and the various industry sectors 14

Qualifications in CUV Arts & Culture Training Package version 1 15

Australian Apprenticeships in the CUV Arts & Culture Industry 15

Qualifications Options 15

What is VET in schools? 16

Skill Sets 16

Skill Sets in the CUV Arts & Culture Training Package version 1 16

Competency Standards 17

What is competency? 17

Units of Competency in the CUV Arts & Culture Training Package 17 Unit of competency codes 17

Contextualisation of units of competency by RTOs 18

Units of Competency within CUV Arts & Culture Training Package version 1 19

Imported Units of Competency 19

Units of competency in the CUV Arts & Culture Training Package with prerequisite units 21

Contacts and Links 22

4



Introduction

Who is this guide for?

The Implementation Guide is designed to assist assessors, trainers, Registered Training Organisations (RTOs) and enterprises in delivering the training package. It provides advice about the structure of the training package and its key features.

Version Modification HistoryVersion number Release Date Comments

1 November 2013 Primary Release of restructured training package

Mapping to previous version of the training packageQualifications

Mapping between versions of the CUV Arts & Culture Training Package is available on the IBSA website: www.ibsa.org.au.

Key: E = equivalent, N = not equivalent, N/A = not applicable

Qualification code and title (previous version)

Qualification code and title (current version)

Comments E/N

CUV20313 Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work

New qualification N/A

CUV50613 Diploma of Aboriginal and Torres Strait Islander Visual Arts Industry Work

New qualification N/A

5

Units of Competency

Key: E = equivalent, N = not equivalent, N/A = not applicable

Unit code and title (previous version)

Unit code and title (current version)

Comments E/N

CUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry

New unit N/A

CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture

New unit N/A

CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

New unit N/A

CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry

New unit N/A

CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects

New unit N/A

CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists

New unit N/A

CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

New unit N/A

CUVLLN201 Use basic measuring and calculating skills

New unit N/A

6

Overview of the CUV Arts & Culture Training PackageTraining packages:

• provide a consistent and reliable set of components for training

• enable nationally recognised qualifications to be awarded through direct assessment of workplace competencies

• encourage the development and delivery of flexible training that suits individual and industry requirements

• encourage learning and assessment in a work-related environment that leads to verifiable workplace outcomes.

They describe the skills and knowledge needed to perform effectively in the workplace. They do not prescribe how someone should be trained.

More information about training packages can be found at: http://www.nssc.natese.gov.au/training_packages/standards_and_policies/standards_for_training_packages

This release of the CUV Arts and Culture Training Package contains qualifications and units of competency relevant to the indigenous visual arts industry. Development of these qualifications was undertaken in a context of consultation and feedback from industry and training providers.

The qualifications are for:

• arts workers entering the industry

• Aboriginal and Torres Strait Islander arts workers wanting to develop higher level skills in a range of areas.

Who can train and assess against training packages?For the purpose of national recognition, training and assessment must be conducted by an RTO with the qualifications or specific units of competency on its scope of registration.

RTOs who want to deliver material not on their scope of registration, will need to work in partnership with RTOs who do have the material on their scope of registration.

RTOs are responsible for ensuring training and assessment is conducted by appropriately qualified practitioners and complies with the relevant requirements in the Standards for NVR Registered Training Organisations http://www.asqa.gov.au/about-asqa/national-vet-regulation/vet-quality-framework.html or the NSSC website: http://www.nssc.natese.gov.au.

In some cases RTOs may need to use team-based or collaborative approaches to bring together all the necessary skills and knowledge to train and assess the full range of skills within a program of vocational training.

Training and assessing in the indigenous visual arts industry

With regard to the assessment conditions relating to CUV units that focus on the indigenous visual arts industry, note that access to Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities may be required for assessment, and that culturally appropriate processes and techniques suited to the language, literary and numeracy capacity of learners and the work being performed must be used. Where appropriate, it is also noted that local cultural knowledge is necessary to achieve competency in the units. Assessment of the units is recommended to involve a person who is Aboriginal or Torres Strait Islander, or who has worked closely with Aboriginal and/or Torres Strait Islander visual artists, and their communities.

7



Maintaining Currency Assessors have a responsibility to maintain currency in all areas of their own vocational competence. Moy (2001) defines industry currency as maintaining, upgrading and, if required, widening competence in the specialised industry skills and knowledge needed to deliver and assess vocational education and training (VET) qualifications/courses.

Currency includes maintaining professional knowledge about the industry sector, including technologies and workplace practices. This may be achieved through:

• participation in relevant professional development activities

• participation in networks, communities of practice or mentoring activities

• personal development through reading of industry journals

• participating in formal (nationally endorsed or State/Territory accredited) and/or informal training or professional learning

• returning to work in industry.

Mode of deliveryDelivery of CUV qualifications to people living and working in remote areas and who have low levels of English language, literacy and numeracy is particularly challenging and will require additional support.

Regulation and licensing implementation issuesThere is no direct link between these qualifications and licensing, legislative and/or regulatory requirements at the time of endorsement. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

8



Implementation InformationInformation on the key features of the training package and the industry that will impact on the selection of training pathwaysPathways generally define a path or sequence of learning or experience that can be followed to attain competency. They also describe the way in which training and assessment is undertaken in an education or training program. They are not mandatory and may vary depending on the qualification or training program and the needs of the individual.

All qualifications within the training package can be achieved by a variety of pathways and delivery methods, either on-the-job or through a combination of on- and off-the-job training and recognition processes.

Entry requirements are the knowledge, skills or experience required to enter a qualification. They may be expressed as units of competency or vocational experience or a combination of both and must be demonstrated prior to commencing the qualification.

Qualification PathwaysThe diagram below shows pathways for qualifications in CUV11 Visual Arts, Crafts and Design and CUV Arts and Culture Training Packages. Once the remaining qualifications in CUV11 are restructured to comply with the Standards for Training Packages, all qualifications will reside in the CUV Arts and Culture Training Package.


There are no entry requirements for this qualification.

Individuals may enter this qualification with limited or no vocational experience and without a relevant lower level qualification.

After achieving this qualification, individuals could progress to a wide range of other qualifications in visual arts, community arts or arts administration.

Local cultural knowledge is necessary to achieve some of the units of competency in this qualification. Any organisation or individual planning to offer this qualification would be expected to work closely with the local Aboriginal and/or Torres Strait Islander visual artists, their communities and relevant cultural/arts organisations.

9


There are no entry requirements for this qualification.

People may enter this qualification having completed relevant qualifications at a lower level or with vocational experience in a range of work environments in the visual arts industry but with no formal qualification.

This qualification prepares people for entry into work at a professional level. Its conceptual and theoretical content also supports learning at higher levels. People with CUV50613 Diploma of Aboriginal and Torres Strait Islander Visual Arts Industry Work could engage in further learning in vocational and higher education through Advanced Diploma and Degree qualifications in a range of arts and business-related disciplines and beyond.

Cultural knowledge is necessary to achieve some of the units of competency in this qualification. Any organisation or individual planning to offer this qualification would be expected to work closely with Aboriginal and/or Torres Strait Islander visual artists, their communities and relevant cultural/arts organisations.

10

Advanced Diploma of Visual

Arts

Certificate II in Visual Arts

Certificate I in Visual Arts

Certificate IV in Visual Arts

Certificate III in Visual Arts

Diploma of Visual Arts

Advanced Diploma of

Creative Product Development

Certificate II in Aboriginal or Torres Strait

Islander Cultural Arts

Certificate I in Aboriginal or Torres Strait

Islander Cultural Arts

Certificate IV in Aboriginal or

Torres Strait Islander Cultural

Arts

Certificate III in Aboriginal or

Torres Strait Islander Cultural

Arts

Diploma of Ceramics

Diploma of Photo Imaging

Certificate IV in Photo Imaging

Certificate II in Aboriginal and

Torres Strait Islander Visual Arts industry

Dire

ct e

ntry

to a

ll qu

alifi

catio

ns (w

ith a

ppro

pria

te e

xper

tise

at h

ighe

r lev

els)

CUV Arts & Culture Qualification Pathways

11



Certificate III in Design

Fundamentals

Advanced Diploma of

Graphic Design

Diploma of Graphic Design

Certificate IV in Design

Certificate II in Opal Cutting and

Polishing

Certificate IV in Opal Cutting and

Polishing

Certificate III in Arts

Administration

Diploma of ATSI Visual Arts

Industry Work

Certificate IV in Arts

Administration

Stro

ng li

nks a

nd p

athw

ays w

ith o

ther

crea

tive

sect

ors a

nd re

late

d in

dust

ries

All Diploma and Advanced Diploma qualifications provide pathways to higher

education programs

Higher level design qualifications (interior, fashion, jewellery/object, product, events,

furniture)

Higher level qualifications in business administration, marketing and

management

Qualifications from CUV Arts & Culture Training Package

Qualifications from CUV11 Visual Arts, Craft & Design Training

Package

Key:

12



Access and equity considerationsAn individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment.

Good vocational education, training and assessment includes making adjustments to what we do to meet the learning and assessment needs of individuals. An open mind, common sense and tailoring training and assessment to individual circumstances should ensure individuals achieve the standards employers and RTOs expect.

An adjustment is any measure or action that a learner requires because of their disability, which has the effect of assisting the learner to access and participate in education and training on the same basis as learners without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the learner’s disability, the views of the learner, the potential effect of the adjustment on the learner and others, and the costs and benefits of making the adjustment.

Reasonable adjustments need only be that – reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place.

Assessment processes and techniques should be modified for distance-based learners, be culturally appropriate and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Where applicable, physical resources should include equipment modified for people with specific needs as well as assistance to support their participation in the assessment process.

Foundation skillsFoundation skills encompass both the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills.

Foundation skills are identified at a unit of competency level in all IBSA training packages. There is no requirement to assess the foundation skills separately as they are embedded within the performance criteria, and as such, should be assessed as part of the performance criteria.

The CUV Arts and Culture Training Package ensures that foundation and industry-endorsed employment skills are explicitly embedded in units of competency and mapped to performance criteria. The application of each skill and the level of detail included in each part of the unit vary according to industry requirements and the nature of the unit of competency.

13

Advice on any WHS implications in the industryWhere necessary, work health and safety (WHS) requirements have been incorporated in all IBSA training packages at a unit of competency level. They are either embedded within units of competency or specific WHS units have been developed and included at the qualification level.

In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory occupational health and safety (OHS) legislative requirements.

There is no direct link between these qualifications and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Resource and equipment list relevant to the training packageA range of resources that are essential for assessment across all qualifications in the training package have been identified below.

Details of specific resources, including equipment and materials essential for assessment are included under Assessment Conditions in the Assessment Requirements.

Legal considerations for learners in the workplace/on placementsLegal requirements that apply to specific industries and VET vary across each State and Territory, and can regularly change. Contact the relevant State or Territory Department/s to check if legal requirements apply.

14

Qualifications

What is the Australian Qualifications Framework (AQF)?The Australian Qualifications Framework (AQF) provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the VET sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

For a full explanation of the AQF, see the AQF website: http://www.aqf.edu.au

Qualification codesEach qualification has a unique eight-character code:

• the first three characters identify the training package

• the first number identifies the qualification level

• the next two numbers identify a qualification’s position in the sequence of qualifications at that level

• the last two numbers identify the year in which the qualification was endorsed.

For example:

Explanation of the qualifications and the various industry sectorsQualifications in the CUV Arts and Culture Training Package develop the skills required by arts workers in the Indigenous visual arts industry.

It covers people working in a range of roles in the industry. As well as those involved in general arts administration and sales, it includes those supporting artists in their creative activity (e.g. by preparing ochres and paints, stretching canvases, driving to appointments), providing cultural background and other information on art works, providing tours of exhibitions, developing and working on exhibitions and events, researching, liaising with artists, community and other groups, displaying works for sale and curating exhibitions etc.

The Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work meets the needs of new entrants to the industry. It could act as a ‘bridge’ into an organisation and employment for new workers, particularly those living and working in remote and regional areas where there are more limited opportunities for paid employment. Arts workers completing such a qualification could then progress into the Certificates III and IV in Arts Administration that already exist in CUV11.

The Diploma of Aboriginal and Torres Strait Islander Visual Arts Industry Work is for more experienced arts workers and could provide a pathway to higher level qualifications within the VET sector and develop skills that will support graduates to articulate to Higher Education.

Example

CUV20313

Arts & Culture Training Package

This qualification

was endorsed in 2013

AQF level 2

This is the third

qualification in the

sequence at this AQF

level

15



Qualifications in CUV Arts & Culture Training Package version 1

Code Title



Detail on qualifications and occupational outcomes in industry

The following section provides information on examples of occupational outcomes for relevant qualifications. Job titles vary between organisations and jurisdictions and so these are indicative only.

Aboriginal and Torres Strait Islander visual arts qualifications


• arts worker

• gallery assistant


• project worker

• assistant curator

• arts worker

Australian Apprenticeships in the CUV Arts & Culture IndustryThe Australian Apprenticeships website offers information about traineeships and apprenticeships and includes a link to the State and Territory Training Authority (STA) that monitors provision. Visit www.australianapprenticeships.gov.au for more information.

Both of these qualifications are suitable for Australian Apprenticeships.

Qualifications OptionsThe qualifications include elective units that should be selected according to the learning and pathway needs of the learner. The choice of elective units is generally negotiated between the learner and/or employer, and the RTO conducting the training program.

Elective units can be selected from within the training package, from other training packages and from accredited courses.

IBSA recommends that elective units should be used to provide a vocational focus for the qualification, they should be relevant to the:

• qualification level

• job role

• work outcomes

• local industry needs.

16



What is VET in schools?VET in schools (VETiS) provides for nationally recognised VET undertaken as part of a senior secondary certificate based on industry standards.

Successful completion of a VETiS program enables students to gain a nationally-recognised AQF qualification, usually at the same time as their school-based qualification.

VETiS programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VETiS programs:

• schools can be an RTO in their own right

• school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on behalf of a group of schools

• schools can work together in partnership with an RTO.

In some State and Territory school systems, students who work part-time in an appropriate workplace may use this to fulfil work placement requirements. Virtual or simulated work placements may also be legitimate.

Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work would be suitable for VET in Schools delivery.

Skill Sets Skill sets are defined as single units of competency, or combinations of units of competency, from an endorsed training package/s that link to a licensing or regulatory requirement, or a defined industry need.

Skill Sets in the CUV Arts & Culture Training Package version 1

There are no skill sets in CUV Training Package Version 1.0.

17

Competency Standards

What is competency?

The broad concept of industry competency is the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency covers all aspects of workplace performance and involves:

• performing individual tasks

• managing a range of different tasks

• responding to contingencies or breakdowns

• dealing with the responsibilities of the workplace, including working with others.

Workplace competency is the ability to apply relevant skills and knowledge consistently over time and in the required workplace situations and environments.

Competency standards are determined by industry to meet industry skill needs and focus on what is expected of a competent individual in the workplace.

Units of Competency in the CUV Arts & Culture Training Package

Units of competency are the nationally agreed statements of the skills and knowledge required for effective performance in the workplace. They describe work outcomes as agreed by industry. As such, they do not describe how to perform a particular role, but rather, identify the skills and knowledge, as outcomes, that contribute to the whole job function.

Each unit of competency describes a specific work activity, range of conditions under which the activity is conducted and the language, literacy, numeracy and Employability Skills/Core Skills for Work that are essential to performance.

Units of competency are not aligned to levels within the Australian AQF. This principle is particularly important because units of competency can be included across a range of qualification levels. However, the qualification in which a unit is first packaged in a training package is indicated in the unit code.

Unit of competency codesEach unit of competency has a unique code, which is assigned when the training package is endorsed, or when new units of competency are added to an endorsed training package:

• the first three characters identify the training package

• the next two/three characters indicate the competency stream or group

• the first number indicates the AQF qualification in which the unit is first packaged

• the next two numbers identify a unit’s position in the sequence of units in that competency stream or group.

ExampleCUVATS201

CUV Arts & Culture Training Package

This is the 1st unit in the

sequence in the

Aboriginal and Torres

Strait Islander

visual arts streamAboriginal

and Torrest Strait

Islander visual arts

stream

First packaged

at Certificate

II

18

Contextualisation of units of competency by RTOsRTOs may contextualise units of competency to reflect local skill needs. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, or specific enterprise requirements. Any contextualisation must ensure the integrity of the outcome of the unit of competency is maintained.

Industry requirements, as described in training or job specifications, can be used to contextualise a unit of competency.

Any contextualisation of units in the CUV Arts and Culture Training Package must be within the bounds of the following advice:

• RTOs must not remove or add to the number and content of element and performance criteria.

• RTOs can include specific industry terminology in the range of conditions.

• Any amendments to the range of conditions made by RTOs must not diminish the breadth of application of the competency, or reduce its portability.

• RTOs may add detail to a unit’s Assessment Requirements in areas such as the performance and knowledge evidence or required resources and infrastructure, but only where these expand the breadth of the competency and do not limit its use.

19



Units of Competency within CUV Arts & Culture Training Package version 1

Unit Code Unit title

ATSICUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry

CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture

CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry

CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects

CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists

CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Language, Literacy and NumeracyCUVLLN201 Use basic measuring and calculating skills

Imported Units of CompetencyA range of units of competency have been imported into the CUV Arts & Culture Training Package to provide greater flexibility, choice and transferability of skills within the industry.

Imported Unit Code Imported unit title OriginAHCILM305A Work with an Aboriginal Community or organisation AHC10

BSBADM502B Manage meetings BSB07

BSBCMM201A Communicate in the workplace BSB07

BSBCUS501C Manage quality customer service BSB07

BSBINN502A Build and sustain an innovative work environment BSB07

BSBIPR401A Use and respect copyright BSB07

BSBIPR501A Manage intellectual property to protect and grow business BSB07

BSBITU101A Operate a personal computer BSB07

BSBMKG414B Undertake marketing activities BSB07

BSBPMG522A Undertake project work BSB07

BSBPUB503A Manage fundraising and sponsorship activities BSB07

BSBRSK501B Manage risk BSB07

20



Imported Unit Code Imported unit title OriginBSBSMB409A Build and maintain relationships with small business stakeholders BSB07

BSBSUS201A Participate in environmentally sustainable work practices BSB07

BSBSUS501A Develop workplace policy and procedures for sustainability BSB07

BSBWHS201A Contribute to health and safety of self and others BSB07

BSBWHS504A Manage WHS hazards and risks BSB07

BSBWOR202A Organise and complete daily work activities BSB07

BSBWOR203B Work effectively with others BSB07

BSBWOR402A Promote team effectiveness BSB07

BSBWOR501B Manage personal work priorities and professional development BSB07

BSBWOR502B Ensure team effectiveness BSB07

BSBWRT401A Write complex documents BSB07

CHCCD412B Work within a community development framework CHC08

CHCCD514B Implement community development strategies CHC08

CPCCOHS1001A Work safely in the construction industry CPC08

CUFRES401A Conduct research CUF07

CULATS501A Work with Aboriginal and Torres Strait Islander cultural material CUL11

CULCNM303A Move and store collection material CUL11

CULCNM501A Assess the significance of collections CUL11

CULCNM503A Manage the development of collections CUL11

CULCNM602A Develop and monitor procedures for the movement and storage of collection material

CUL11

CULEVP201A Assist with the presentation of public activities and events CUL11

CULEVP202A Provide visitors with venue information and assistance CUL11

CULEVP403A Install and dismantle exhibition elements CUL11

CULEVP503A Develop and promote activities, events and public programs CUL11

CULEVP504A Develop exhibition concepts CUL11

CULRSK501A Monitor compliance with copyright and licence requirements CUL11

CUSFIM501A Secure funding for projects CUS09

CUVCER201A Develop ceramic skills CUV11

CUVDIG201A Develop digital imaging skills CUV11

CUVDRA201A Develop drawing skills CUV11

CUVIND401A Communicate effectively with arts professionals CUV11

CUVIND501B Maintain and apply creative arts industry knowledge CUV11

21

Imported Unit Code Imported unit title OriginCUVPAI201A Develop painting skills CUV11

CUVPRI201A Develop printmaking skills CUV11

CUVPRP203A Store finished creative work CUV11

CUVPRP303A Select and prepare creative work for exhibition CUV11

CUVPRP303A Select and prepare work for exhibition CUV11

CUVPRP403A Select and organise finished work for storage CUV11

CUVRES501A Critique cultural works CUV11

CUVRES502A Analyse cultural history and theory CUV11

CUVSCU201A Develop sculptural skills CUV11

CUVTEX201A Develop skills in textile work CUV11

CUVWOO201A Develop woodworking skills CUV11

FNSORG501A Develop and manage a budget FNS10

HLTHIR403C Work effectively with culturally diverse clients and co-workers HLT07

LMTFD2004B Work within an indigenous framework LMT07

SIRXCCS201 Apply point-of-sales handling procedures SIR07

SIRXCCS202 Interact with customers SIR07

SIRXMER202 Plan, create and maintain displays SIR07

SITXEVT608 Plan and allocate exhibition space SIT12

TLIP2032A Maintain petty cash account TLI10

Units of competency in the CUV Arts & Culture Training Package with prerequisite unitsNone of the units in CUV qualifications have prerequisite unit requirements.

22

Contacts and LinksLinks to other Companion Volumes/training package information

All IBSA Companion Volumes can be found on the IBSA Website: http://www.ibsa.org.au

Innovation and Business Skills Australia

Level 11, 176 Wellington Parade East Melbourne Vic 3002 Tel: 03 9815 7000 Fax: 03 9815 7001 Web: www.ibsa.org.au Email: [email protected]

General

Australian Qualifications Framework: Second edition, January 2013 http://www.aqf.edu.au/

TGA website, training packages, http://www.training.gov.au/

Industry Skills Councils http://www.isc.org.au

Department of Industry http://www.innovation.gov.au

Australian Skills Quality Authority (ASQA) http://www.asqa.gov.au

Industry Associations

DesArt http://www.desart.com.au/

ANKAAA (Association of Northern, Kimberley and Arnhem Aboriginal Artists) http://www.ankaaa.org.au/

Aboriginal Art Centre Hub Western Australia http://www.aachwa.com.au/

Umi Arts http://www.umiarts.com.au/

Ananguku Arts http://www.anangukuarts.com.au/

Indigenous Art Centre Alliance http://www.indigenousartcentres.com.au/

State training authority

Australian Capital Territory http://www.det.act.gov.au/home

New South Wales https://www.det.nsw.edu.au/

Northern Territory http://www.dob.nt.gov.au

Queensland http://training.qld.gov.au/

23



South Australia http://www.dfeest.sa.gov.au/

Tasmania http://www.education.tas.gov.au/

Victoria http://www.vrqa.vic.gov.au/

Western Australia http://www.dtwd.wa.gov.au

Traineeships and Apprenticeships

The Australian Apprenticeships site http://www.australianapprenticeships.gov.au offers information about traineeships and apprenticeships and includes links to state and territory authorities (STAs) that monitor provision.

25



Published by: Innovation & Business Skills Australia Level 11, 176 Wellington Parage East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 www.ibsa.org.au email: [email protected]

First Published: November 2013 Stock code: CP-CUVIMPG ISBN: 978-1-922203-96-0 Print version no: 1 Release Date: November 2013

These materials were developed by Innovation & Business Skills Australia in association with the Commonwealth Government through the Department of Industry.

Copyright Statement


This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License. (http://creativecommons.org/licenses/by-nc-sa/3.0/au/)

This licence lets you distribute, remix and build upon the work, but only if it is for non-commercial purposes, you credit the original creator/s (and any other nominated parties) and you license your derivative works under the same terms.

The copyright of any adaptations and/or modifications to this material remains with the Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and Business Skills Australia logo removed from the work, and the following attribution made: ‘This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’

Disclaimer

While care has been taken in the preparation of this material, the Department of Industry and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. The Department of Industry and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this material.

The Commonwealth, through the Department of Industry, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

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