Unit of competency Outline
Date retreived
24/07/2026 12:14 AM AWST
24/07/2026 12:14 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Analyse and apply education and training information
Analyse and apply education and training information
Unit of competency
National Code
CHCCDP403B
CHCCDP403B
State Code
D2255
D2255
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
08/08/2012
Field of Education
080303 - Human Resource Management
Original Release Date
08/08/2012
Nominal Hours
30
Description
This unit involves the collection, analysis and application of education and training information to enhance delivery of career information services
Notes
Elements and Performance Criteria
1. Collect education and training information
- 1.1 Identify the type of education and training information to be collected
- 1.2 Identify and access a range of suitable information sources
- 1.3 Use a range of appropriate methods to collect education and training information
- 1.4 Provide information that defines relevant characteristics of education and training context
- 1.5 Confirm currency of education and training information
2. Analyse education and training information
- 2.1 Analyse education and training information to identify effects upon future pathways
- 2.2 Report and discuss results of analysis
3. Develop and apply workable solutions
- 3.1 Develop workable solutions on consideration of relevant information and options
- 3.2 Communicate or implement proposed solutions as required
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Education and training information includes, but is not limited to:
University entry
Alternative pathways (e.g. portfolio)
TAFE entry
Private training providers
Overseas placements
VET in Schools
Systems and sectors e.g. public, AIS, CEO, community, SIDE
Specialised school programs
RPL/RCC
Fast track
AQF
Graduate programs
Internships
Cadetships
Vacation programs
Apprenticeships/traineeships
Sandwich placements
Work experience
Scholarships
Costs (Fee Help, PELS, FFS)
Information sources include, but are not limited to:
Information available within the organisation
Publications, industry journals, articles
Internet websites, such as:
www.myfuture.edu.au
www.deewr.gov.au
Telephone directories
Visits to workplaces
Industry associations e.g. building and construction
Professional associations e.g AACC, CEAWA
Employer associations e.g. CCI
State government departments of employment and training
Newspaper advertisements
Community organisations
University and training facilities
Career centres
Expos
Career information days/evenings
Job guide
RECAP file and local equivalents
Networking
Relevant professional associations and their members for networking and liaising may include but are not limited to:
Career education associations
Australian Association of Career Counsellors
National Association of Graduate Careers Advisory Services (NAGCAS)
Career Industry Council of Australia (CICA)
Australian Association of Graduate Employers (AAGE)
Local community partnerships (LCPs)
Regional industry career advisers (RICAs)
Network of industry sector national industry career specialists (NICS)
Enterprise development networks (EDNs)
Appropriate methods to gather information can include, but are not limited to:
Use of internet and intranet
Interviews
Individual research
Questioning employers
Use of libraries
Publications
Attendance at meetings, conferences, Career information days/evenings
Career Expos
Networking
Workplace visits
Workable solutions include, but are not limited to:
Individual Pathways Plans
Job search planning
Career plans for individual clients
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Education and training information includes, but is not limited to:
University entry
Alternative pathways (e.g. portfolio)
TAFE entry
Private training providers
Overseas placements
VET in Schools
Systems and sectors e.g. public, AIS, CEO, community, SIDE
Specialised school programs
RPL/RCC
Fast track
AQF
Graduate programs
Internships
Cadetships
Vacation programs
Apprenticeships/traineeships
Sandwich placements
Work experience
Scholarships
Costs (Fee Help, PELS, FFS)
Information sources include, but are not limited to:
Information available within the organisation
Publications, industry journals, articles
Internet websites, such as:
www.myfuture.edu.au
www.deewr.gov.au
Telephone directories
Visits to workplaces
Industry associations e.g. building and construction
Professional associations e.g AACC, CEAWA
Employer associations e.g. CCI
State government departments of employment and training
Newspaper advertisements
Community organisations
University and training facilities
Career centres
Expos
Career information days/evenings
Job guide
RECAP file and local equivalents
Networking
Relevant professional associations and their members for networking and liaising may include but are not limited to:
Career education associations
Australian Association of Career Counsellors
National Association of Graduate Careers Advisory Services (NAGCAS)
Career Industry Council of Australia (CICA)
Australian Association of Graduate Employers (AAGE)
Local community partnerships (LCPs)
Regional industry career advisers (RICAs)
Network of industry sector national industry career specialists (NICS)
Enterprise development networks (EDNs)
Appropriate methods to gather information can include, but are not limited to:
Use of internet and intranet
Interviews
Individual research
Questioning employers
Use of libraries
Publications
Attendance at meetings, conferences, Career information days/evenings
Career Expos
Networking
Workplace visits
Workable solutions include, but are not limited to:
Individual Pathways Plans
Job search planning
Career plans for individual clients
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of Essential Knowledge as well as Essential Skills specified in this unit
This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions
Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace where assessment can take place, or simulation of realistic workplace setting for assessment
equipment and resources normally used in the workplace
Method of assessment may include:
Observations
Questioning
Project
Written assignment
Evidence gathered from the workplace environment
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of Essential Knowledge as well as Essential Skills specified in this unit
This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions
Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace where assessment can take place, or simulation of realistic workplace setting for assessment
equipment and resources normally used in the workplace
Method of assessment may include:
Observations
Questioning
Project
Written assignment
Evidence gathered from the workplace environment
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2000 | CHCCDP403A | Analyse and apply education and training information | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB18 | CHCECD001 | Analyse and apply information that supports employment and career development | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D298 | CHC42108 | Certificate IV in Career Development | Qualification |
| J026 | CHC42112 | Certificate IV in Career Development | Qualification |
| AC425 | CHCSS00005 | Career development practice skill set | Skill set |
| J025 | CHC42012 | Certificate IV in Employment Services | Qualification |