The emphasis of the AQTF is on the delivery of quality training. One of the measures of quality is whether or not the training program meets a learner’s needs and whether the outcomes of the training are delivering the required skills to industry.

If training and assessment does not take account of language, literacy and numeracy skills then it is unlikely to be meeting the needs of individuals or industry and unlikely to be considered quality.

The agrifood industry encompasses a large number of enterprises in rural and remote locations and employs a diverse range of workers, including those from Indigenous and culturally and linguistically diverse (CALD) backgrounds. LLN skill levels have been identified as important issues affecting mobility and equity in participation in VET, as well as employee retention and career progression in the agrifood industry.

As a trainer or assessor you must ensure that a learner’s LLN skills are at the level of competence required by the unit of competency or workplace function for which they are being trained or assessed.  You are not expected to be an expert in LLN.  You are however, expected to identify and understand the level of LLN required for the training and/or assessment, and to identify learners who may need varying levels of support with literacy.

Fundamentally, it will be your role to identify LLN support needs by identifying gaps in the current LLN skill levels of learners based on the LLN skill requirements of both the unit of competency and the job. 

The elective unit from the Training and Assessment Training Package - TAALLN40B Address language, literacy and numeracy issues within learning and assessment practice provides a practical introduction to LLN in training and assessment.

Don’t get in your learner’s way

Good training also depends on good communication skills. Training materials and delivery methods are most useful when the learner easily understands them. Building in practical communication skills relevant to the enterprise culture, understanding how people learn, and relating this to the actual work done, is essential for effective delivery of vocational training.