Amount of training

Amount of training refers to the anticipated amount of time students will need to undertake monitored, structured training activities to be prepared to undertake assessment. 

These activities can include:

• guided learning
• trainer-directed workshops
• classes, lectures and/or tutorials
• structured online learning
• structured self-paced study
• organised workplace learning
  project work.

The amount of training must be sufficient to allow students to gain the necessary skills and knowledge to meet the requirements of the training product. You should have a detailed schedule and outline of the activities and expected timeframes to complete the activities.

The amount of training allocated in your training and assessment strategy is determined by:

1. the student cohort
2. the training product 
3. the mode(s) of delivery.
    

The student cohort

Understanding the needs and attributes of your student cohort helps to determine an amount of training which gives them the opportunity to:

• obtain, reflect upon and fully absorb the required knowledge
• be trained in each skills and knowledge area
• develop their skills over time in a range of different contexts that they would experience in the workplace
• practice and apply these skills and knowledge requirements prior to assessment.
   

Influencing factors

The level of experience in your student cohort will inform the amount of training you deliver. Influencing factors include students':

• existing skills and knowledge
• industry experience, including any current work duties that align with their course 
• language, literacy, numeracy and digital (LLND) skills
• need for reasonable adjustment 
• additional/special needs or learning disadvantages.

Students who start with no relevant skills or knowledge, low LLND skills or who can't study full-time may need a greater amount of training. Students with existing skills and knowledge or high aptitude may need a reduced amount of training, and corresponding reduced course duration. Recognition of existing credit (credit transfer) and recognition of prior learning (RPL) can also reduce the needed amount of training and course duration.
 

The training product

Each training product has different requirements and levels of complexity. Training package Companion Volume Implementation Guides can assist in interpreting the requirements of a training product. Companion Volumes are found on the National Register, training.gov.au.
 

Complexity of the training product

Starting with the relevant volume of learning, the amount of training should be adapted to reflect:

• the complexity of the training product including:
  • the depth and breadth of knowledge required
  • the skills required
• the application of the knowledge and skills
• students' need to develop and demonstrate practical skills
• workplace, regulatory, licensing or industry requirements*
• the number of units which make up the training product.

*Where an industry or licensing body recommends or mandates minimum hours for a unit and/or qualification, this is a floor and should not limit the amount of training delivered above and beyond the minimum.
 

Clustering units of competency

Clustering units of competency allows similar or complementary training to be delivered at the same time. This can reduce duplication in content and allow a reduction in the amount of training.
 

Mode(s) of delivery

Mode(s) of delivery need to be suitable to address the needs of student cohorts and the requirements of the training product. Some modes allow students to develop the required skills and knowledge more quickly.
 

Delivery modes 

Delivery modes can include one or a combination of the following:

• internal delivery at a delivery location, such as a workshop, laboratory, simulator or classroom
• synchronous (real-time) online learning
• asynchronous (self-paced) online learning
• other forms of self-paced external delivery, where a student undertakes training in their own time and location
• workplace delivery, including training activity conducted in the workplace by a registered training organisation (RTO) or an employer.

Whatever mode or mix of modes you employ, your amount of training must be documented and measurable.
 

Frequency of training

Delivery mode also influences the frequency of training, including whether the course is studied:

• full-time
• part-time
• self-paced
• within a set timeframe.

Frequency of training also affects the allocation of resources to students. Students should have equitable access to all required educational and support services. The amount of time allocated to training and the mode(s) of delivery chosen should give students sufficient time to use the resources and equipment provided to develop their skills, knowledge and capability.
 

Determining the Amount of Training

There is no single formula to determine amount of training. Professional judgement and a reasoned approach will provide rationale for your decision.

Once you have considered the characteristics and needs of your student cohort, the requirements and complexity of the training product and the possible mode(s) of delivery, you can determine an appropriate amount of training (see summary table below).

Starting with the relevant volume of learning indicator for the training product, you can adjust for your circumstances and estimate how long it will take to deliver training for each unit or cluster of units so that students are comfortable, prepared and ready to undertake assessment.
 

Considering the amount of training (summary table)