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7/29/2019 NCETA RTO Trainers Talk Training
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An Examination of Vocational Educationand Training for the Alcohol and Other
Drugs Sector in Australia
Ann Roche
Michael White
Vinita Duraisingam
Victoria Adams
Trainers Talking Training:
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Trainers Talking Training:An Examination of Vocational Education
and Training for the Alcohol and OtherDrugs Sector in Australia
Ann Roche
Michael White
Vinita Duraisingam
Victoria Adams
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australiaii
Citation details
Roche, A.M., White, M., Duraisingam, V., Adams, V. (2012).
Trainers Talking Training: An Examination o Vocational
Education and Training or the Alcohol and Other Drugs
Sector in Australia. National Centre or Education andTraining on Addiction (NCETA). Flinders University, Adelaide,
South Australia.
ISBN: 978-1-876897-46-8
This work is copyright. Apart rom any use as permitted
under the Copyright Act 1968, no part may be reproduced
without prior written permission rom the National Centre or
Education and Training on Addiction, available rom Level
3B Mark Oliphant Building, Science Park, Bedord Park,
South Australia 5042, Australia.
Any enquiries about or comments on this publication
should be directed to:
Proessor Ann Roche
National Centre or Education
and Training on Addiction (NCETA)
Flinders University
GPO Box 2100 Adelaide 5001
South Australia, Australia
Published by:National Centre or Education and Training on Addiction
www.nceta.inders.edu.au
Design and layout by Inprint Design
www.inprint.com.au
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australia iii
Acknowledgements
This report was produced with nancial support rom the
Australian Government Department o Health and Ageing
and the National Cannabis Prevention and Inormation
Centre.
NCETA would like to thank all respondents who gave
generously o their time to complete the survey.
Dr Ken Pidd, Tania Steenson, Stacey Appleton and Paula
Wilson are also thanked or their various contributions to
the development o the project.
NCETA
The National Centre or Education and Training onAddiction is an internationally recognised research
centre that works as a catalyst or change in the
alcohol and other drugs (AOD) eld.
Our mission is to advance the capacity o
organisations and workers to respond to alcohol-
and drug-related problems. Our core business is
the promotion o workorce development (WFD)
principles, research and evaluation o eective
practices; investigating the prevalence and eect
o alcohol and other drug use in society; and the
development and evaluation o prevention and
intervention programs, policy and resources orworkplaces and organisations.
NCETA is based at Flinders University and is a
collaboration between the University, the Australian
Government Department o Health and Ageing and
the SA Department o Health.
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australiaiv
Preface
This review was undertaken by the National Centre or
Education and Training on Addiction (NCETA) at Flinders
University to examine aspects o alcohol and drug training
courses oered through Registered Training Organisations(RTOs) within the vocational education and training (VET)
sector. The review also specically addressed issues in
relation to cannabis training content.
The review is a companion document to a previous project
that collated inormation about RTOs providing alcohol and
other drugs (AOD) training in Australia:
Roche, A. M., & White, M.R. (2011).Alcohol and Other
Drug VET Qualifcations and Training Providers Database.
Adelaide, South Australia: National Centre or Education
and Training on Addiction (NCETA), Flinders University.
It also supplements earlier work undertaken by NCETA
that involved a survey o AOD managers views about VET
Training:
Pidd, K., Roche, A., & Carne, A. (2010). The Role o VET
in Alcohol and Other Drugs Workorce Development.
Adelaide, South Australia: National Centre or Education
and Training on Addiction (NCETA), Flinders University.
Pidd, K., Roche, A. M., Duraisingam, V., & Carne, A.
(2012). Minimum qualifcations in the Alcohol and Other
Drugs feld: Employers views. Drug and Alcohol Review,
31(4), 514-522.
Copies o these reports are available rom NCETA in hard
copy or electronically rom the NCETA website at
www.nceta.finders.edu.au.
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australia v
GlossaryAOD
Alcohol and other drugs.
Australian Qualifcations Framework (AQF)
The national policy or regulating qualications in Australian
education and training. It incorporates the qualications
rom each education and training sector into a single
comprehensive national qualications ramework.
Blended Delivery
Training which incorporates two or more modes o delivery
(i.e., ace-to-ace, online, distance or RPL/RCC).
Certifcate IV
A qualication which prepares students or both
employment and urther education and training. Certicate
IV recognises skills and knowledge that meet nationally
endorsed industry/enterprise competency standards as
agreed by relevant industry, enterprise, community or
proessional groups. It includes preparatory access and
participation skills and knowledge.
Community Services and Health Industry Skills Council
(CSHISC)
The CSHISCis the recognised advisory body on skills
and workorce development across Australia or the two
important industries o community services and health.
It has carriage o the reviews o the Community ServicesTraining Package (CHC08) rom which AOD qualications
are drawn.
Competency Standard
An industry-determined specication o perormance, which
sets out the skills, knowledge and attitudes required to
operate eectively in employment. In vocational education
and training (VET), competency standards are made up
o units o competency. Competency standards are an
endorsed component o a training package
(source: NCVER www.ncver.edu.au).
Credit TranserThe process that provides students with agreed and
consistent credit outcomes or components o a qualication
based on identied equivalence in content and learning
outcomes between matched qualications (AQFC, 2011).
Diploma
A qualication which prepares students or the sel-directed
application o skills and knowledge based on undamental
principles and/or complex techniques. This qualication
recognises capacity or initiative and judgment across a
broad range o technical and/or management unctions.
Dual Qualifcation
A qualication which combines the skills and knowledgerelevant to two separate areas. Students graduate with two
qualications instead o one.
Dual Sector University/TAFE
A training organisation that is accredited to deliver both
vocational and higher education qualications.
Elective
A unit within a qualication which relates to a particular area
o knowledge or group o skills. Qualications may or may
not recommend electives or groups o electives that are
recommended in order or the qualication to be awarded.
NCETA
National Centre or Education and Training on Addiction.
Range Statement
Also called: Range o variables. The part o a competency
standard which species the range o contexts and
conditions to which the perormance criteria apply
(NCVER, 2012).
RPL/RCC
Recognition o prior learning/Recognition o current
competency. A method or gaining part o, or an entire,
qualication through recognition o skills and knowledgegained through ormal training, work experience or other
relevant lie experiences.
RTO
Registered training organisation. An RTO is an organisation
that is registered in accordance with the Australian Quality
Training Framework (AQTF) Standards or Registered
Training Organisations to provide specic vocational
education and training and/or assessment services. RTOs
may include TAFE institutes, private providers, community
providers, schools, higher education institutions, industry
organisations and enterprises.
Skill Set
Single units o competency or combinations o units o
competency, drawn rom a nationally endorsed Training
Package, which link to a licence or regulatory requirement
or a dened industry need. These units o competency can
be drawn rom one or more Training Packages. Nationally
recognised Skill Sets are dened in Training Packages by
Industry Skills Councils. RTOs can identiy combinations o
units o competency to meet specic industry, or enterprise
needs.
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australiavi
Scope o Registration
The particular services and products that an RTO is
registered to provide. An RTOs scope denes the specic
AQF qualications, units o competency and accredited
courses it is registered to provide. It also indicates whether
it is registered to provide both training delivery andassessment services, or only assessment services. It lists
AQF qualications and statements o attainment the RTO
can issue (www.training.com.au).
Stand Alone Unit
A unit o competency which may be completed in isolation
(rather than within the context o a broader qualication), in
order to gain skills or knowledge within a particular area.
TAFE
Technical and Further Education Institute.
Training PackageA nationally endorsed, integrated set o competency
standards, assessment guidelines and Australian
Qualications Framework (AQF) qualications or a specic
industry, industry sector or enterprise. Training packages
speciy the skills and knowledge required to perorm
eectively in the workplace (source: NCVER website).
Unit o Competency
A component o a competency standard. A unit o
competency is a statement o a key unction or role in a
particular job or occupation (source: NCVER website).
VETVocational Education and Training.
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australia vii
Executive Summary
BackgroundIn 2011, the National Centre or Education and
Training on Addiction (NCETA) conducted a national
survey o training providers involved in the delivery o
alcohol and other drug (AOD) qualications through
Registered Training Organisations (RTOs) across
Australia.
The aim o the study was to examine the content and
delivery o AOD qualications, the demand or and
availability o these courses, and to develop a national
database o RTOs that delivered these qualications.In addition, the extent to which cannabis content was
addressed within these qualications was assessed.
Training providers interest in oering input into
the development o cannabis-specic training and
associated resources was also ascertained.
Report Structure
Chapter 1 provides the background and rationale or
the project. Chapter 2 describes the methodology.
Findings rom the survey are presented in Chapter 3,in Parts A, B, C and D. Respondents demographic
details are presented in Part A, with results pertaining
to the provision o AOD courses presented in Part
B. Findings that relate specically to cannabis are
presented separately in Part C. Part D addresses
general issues in regard to AOD training. A discussion
o the ndings and recommendations or improving
AOD training is included in Chapter 4.
Methods
The project involved a national survey o VET
training providers o AOD qualications, utilising both
quantitative and qualitative measures. Participants
were recruited rom organisations listed on the RTO
database compiled by NCETA as part o this project
(Roche & White, 2011). This database included
all relevant RTOs on the Australian Governments
www.training.gov.au website as o 30 August
2011. Telephone interviews were conducted with
CEO/owners, managers, course coordinators and
trainers. Responses were analysed or demographic
inormation and to identiy key themes.
ResultsA total o 49 RTO providers participated in a telephone
survey (an 86% response rate). Respondents were
mostly over 50 years o age (53%) and emale (63%).
These RTO providers oered the:
Alcohol and other drugs Skill Set (AOD Skill Set)
(33%)
Certicate IV in Alcohol and Other Drugs Work
(Cert IV (AOD)) (70%)
Diploma o Community Services (Alcohol and
other drugs) (Dip CS (AOD)) (23%) Diploma o Community Services (Alcohol, other
drugs and mental health) (Dip CS (AOD/MH))
(31%)
Alcohol and Other Drugs Stand Alone Units o
competency (AOD Stand Alone Units) (22%).
Most training was provided by public TAFEs and
concentrated in New South Wales and Victoria.
Face-to-ace delivery was the most common
training ormat. Face-to-ace delivery was oered or
100% o the Dip CS (AOD/MH) courses, as well as
other delivery ormats. Distance delivery was mostprevalent or the AOD Skill Set (44%) and the Cert IV
(AOD) (40%).
The availability o recognition o prior learning (RPL)
also varied substantially: it was most commonly
oered or the Dip CS (AOD/MH) (80%), Cert IV
(AOD) (61%) and the AOD Skill Set (56%). Most RPL
processes did not specically address cannabis
knowledge and skills.
Quality
Training providers identied a need to improve the
standard o all qualications delivered to the AOD
eld. Strategies to achieve this include:
increased collaboration among training
providers
orums and other orms o proessional
development to acilitate training improvement
better linkages between training providers and
service providers
improved training pathways and credit transer
between VET and higher education providers.
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australiaviii
Respondents raised concerns about AOD
qualications in the Community Services Training
Package1 and supported their revision, including:
the need to address comorbidity/mental health
issues in AOD qualications. Inclusion o atleast one mental health unit o competency
as a core unit in all AOD qualications was
suggested (while mental health qualications
generally included AOD units, AOD
qualications did not necessarily include mental
health units or content)
specic guidance on the amount o coverage to
be given to specic drugs, including cannabis
a reduction in generic units and an increase in
AOD units included in AOD qualications.
The calibre o the trainer was highlighted as critical
to the quality o training. Respondents rom rural
and remote sites indicated that the unavailability o
suciently well qualied trainers was a signicant
barrier to the delivery o on-scope qualications. The
quality o courses was signicantly enhanced where
training providers were able to access good trainers.
Trainers Professional Development
The need or on-going proessional development
or trainers was highlighted. Many trainers ound it
dicult to access on-going proessional development
due to cost and time limitations. This was particularly
relevant or trainers rom rural and remote regions and
trainers in less populous states. Access to online or
distance proessional development was supported.
External Presenters
External presenters were reported to make training
more interesting and engaging. However, variability
in access to and the quality o external speakers
was highlighted. Providers commented positively on
training oered by the National Cannabis Prevention
and Inormation Centre (NCPIC).
Student Cohorts
Two distinct cohorts o students were noted. One
group was pre-service, ex-clients o the system who
accessed training largely or personal reasons.
1 Nationally accredited qualications and units o competency aredeveloped in Training Packages and modied through an on-goingreview process.
The other group were higher education qualied, with
relevant work experience and seeking proessional
development or undertaking training to meet minimum
qualication requirements. Meeting the needs o both
cohorts was a challenge or the training system.
Recognition of Prior Learning (RPL)
Concerns were expressed about RPL processes
applied in AOD-related courses. RTOs developed
and implemented their own RPL procedures. Whilst
some jurisdictions had delivered RPL proessional
development programs, and there were guidelines in
the Australian Qualications Training Framework (AQTF),
RPL remained an internal process or RTOs. It was
subject to highly variable interpretation and application
(Smith, 2011). Development o national AOD-specic
RPL guidelines that stipulated key knowledge and skills
(including cannabis-related) was endorsed.
Future Delivery
Delivery o the Cert IV (AOD) had been stable and was
expected to remain so. Delivery o the Dip CS (AOD)
had declined as a consequence o the introduction o
the Dip CS (AOD/MH ) and was expected to continue
to do so, with some exceptions where barriers to the
delivery o the Dip CS (AOD/MH) existed. Respondents
reported interest in delivering the Dip (AOD/MH) and
noted demand or this course. However, delivery may
be hampered due to diculty in recruiting trainers
with appropriate mental health qualications and
experience. Delivery o the AOD Skill Set was expected
to increase with uture promotion by training providers
and adoption by industry.
Current Cannabis Coverage
Wide dierences in the coverage o cannabis in the
AOD qualications were identied. Lack o specicity
in the Training Package, lack o student interest
and trainers attitudes resulted in many students
completing AOD qualications and units with little or
no exposure to cannabis content. This is a cause or
concern given the prevalence o cannabis use, the
risk o harm associated with its use (health, social and
legal) and the increasing number o clients presenting
to services. Cannabis coverage in training programs
and RPL processes warrant attention.
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An Examination of Vocational Education and Training in the Alcohol and Other Drugs Sector in Australia ix
Views about Cannabis (Demand and Provisionof Course Content)
Respondents saw cannabis content as very
important. This was not matched by students
interest, although increases were noted. Respondentsmoderately agreed that their courses met students
cannabis-related training needs. Just over hal (62%)
supported more cannabis content in the Cert IV
(AOD), Dip CS (AOD), and the Dip CS (AOD/MH).
Most respondents (>80%) were interested in assisting
the development o cannabis-specic training
resources. Eighty percent o respondents could
identiy ways to enhance cannabis coverage in the
Skill Set, Cert IV (AOD) or the Dip CS AOD (AOD) and
the Dip CS AOD (AOD/MH).
Resources to Support Online CannabisTraining
A need or more online resources to support
the delivery o cannabis training was noted. This
included online resources or trainers proessional
development as well as or training students.
Recommendations
The ollowing recommendations are made to address
barriers to the delivery o quality training that meetsthe needs o students and employers.
General Recommendations
Make and/or support representations to the
Training Package review process undertaken by
the CSHISC on:
the need or greater guidance on drugs
that should be covered in training, including
guidance on the quantum o training in
relation to specic drugs, including but not
limited to cannabis
the development o a new Cert IV (AOD/
MH) to refect the current ocus on
comorbidity.
Develop an interactive register o providers o
AOD qualications, with the aim o achieving
improved quality and consistency o delivery
across the AOD training system, and to enable
trainers and RTOs to:
exchange resources
work collaboratively on the development o
training and assessment materials and RPL
processes
share knowledge and create a platorm or
problem solving in relation to AOD training
delivery
identiy locally available trainers with
qualications in related areas o practice
(e.g., mental health, youth work) who could
assist AOD providers deliver dual/combinedqualications
deliver appropriate proessional
development or RTO trainers and
associated sta.
Cannabis-Specic Recommendations
Create and/or disseminate resources to
provide trainers with essential material to teach
and assess knowledge and skills in relation
to cannabis. This would include materials to
support ace-to-ace, online and distancedelivery and RPL procedures
Support proessional development or RTO sta
to deliver cannabis-related training
Establish an RTO network to acilitate the
sharing o research, training materials, and
assessment processes (including RPL
strategies) to enhance the delivery o training on
drugs, especially cannabis.
The study highlighted the considerable energy and
enthusiasm o many trainers and their high level
o commitment to improving AOD training at an
organisational and systemic level.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australiax
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia xi
Trainers Talking Training
Contents
1. Introduction 1Background and Rationale 1
Current Study 2
2. Methodology 3Research Design 3
Sampling 3
Measures 3
Procedure 5
Ethics 5Participants 5
Data Management and Analysis 6
3. Results 7Part ARespondents Demographic Details 7
Part BDelivery o AOD Training 9
Summary o Certifcate IV (AOD), Diploma o Community Services (AOD) and Diploma oCommunity Services (AOD/MH) 9
Student Numbers 10
Course Structure and Electives 11
Training Delivery Formats 11
Credit Transer 12
Types o Training Providers 13
AOD Skill Set 14Funding and Demand 14
Certifcate IV in Alcohol and Other Drugs Work 15
Dual Qualifcations 15
Units and Electives 15
Future Delivery 18
Emerging Demand or the Cert IV 18
Student Cohort Issues 18
Other Issues 18
Diploma o Community Services (Alcohol and other drugs) 19Dual Qualifcations 19
Units and Electives 19
Future Delivery 20
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australiaxii
Diploma o Community Services (Alcohol, other drugs and mental health) 20Units and Electives 21
Future Delivery 21
Stand Alone Units o Competency 21
Part CCannabis Training 23i. Cannabis-Specifc Training 23
ii. Student Interest 24
iii. Meeting Student Needs 25
iv. Aboriginal and Torres Strait Islander Specifc Issues 25
v. Cannabis Training Content 25
vi. RPL and Cannabis 26
vii. Cannabis Content 27
Part DGeneral Findings 28
1. Training Quality 28
2. Emerging Challenges 30
4. Discussion 32Provision o Courses 32
Mode o Delivery 34
Future Course Delivery Intentions 34
Diverse Student Cohorts 34
Dual Qualifcations 34Mental Health Focus 35
Quality 35
Proessional Development or Trainers 36
Recognition o Prior Learning (RPL) 36
Cannabis-related Content 37
Current Cannabis Coverage 37
Views about Cannabis (Demand and Provision o Course Content) 38
RPL and Cannabis 38
Improving Cannabis Content 38How Much Cannabis Content is Enough? 38
Study Limitations 39
Summary 39
Recommendations 40
References 41
Appendices 43Appendix 1: Survey Tool 43
Appendix 2: AOD Qualifcations 55Appendix 3: AOD VET (RTO) Training Providers in Australia 67
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia xiii
Trainers Talking Training
List of TablesTable 1. Sampling Frame 6
Table 2. Respondents Work Roles by Years o Experience 7
Table 3. Summary o Key Features o AOD Training Delivery 10Table 4. Course Structure 11
Table 5. Provision o Cert IV (AOD) and Dip CS (AOD)/(AOD/MH) by RTO Provider Type 13
Table 6. Cert IV (AOD) Electives Most Commonly Oered by RTOs 16
Table 7. Cert IV (AOD) Electives Most in Demand by Students 17
Table 8. Perceptions o Cannabis-related Content 23
Table 9. Perceived Need to Improve Cannabis-related Content 27
List of FiguresFigure 1. Qualifcations Held by RTO Respondents 8
Figure 2. RTO Respondents Oering Cert IV (AOD), Dip CS (AOD), Dip CS (AOD/MH),Skill Set and Stand Alone Units 9
Figure 3. Units o Competency Matrix or AOD and MH Qualifcations 12
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australiaxiv
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 1
Trainers Talking Training
1. IntroductionIn 2011, the National Centre or Education and
Training on Addiction (NCETA) conducted a national
survey o training providers involved in the delivery o
alcohol and other drugs (AOD) qualications through
Registered Training Organisations (RTOs) across
Australia.
The aim o the study was to examine the content and
delivery o AOD qualications, the demand or andavailability o these courses, and to develop a national
database o RTOs which deliver these qualications.
In addition, the extent to which cannabis content
was addressed within these qualications was
assessed. Training providers interest in supporting
the development o cannabis-specic training and
associated resources was also ascertained.
The background, rationale, methodology, results and
implications o the project are presented here.
Background and Rationale
The past decade has seen growing interest in the
workorce development needs o the alcohol and
other drugs (AOD) sector, as well as in the provision
o ormal qualications or workers in this area (Roche
& Pidd, 2010). This is particularly evident in:
the growing discussion around minimum
qualications or employees in the AOD eld
(Gethin, 2008; Pidd, Roche, & Carne, 2010;
Pidd, Roche, Duraisingam, & Carne, 2012)
the use o the Cert IV AOD as a minimum
qualication, an initiative adopted in the
Australian Capital Territory and Victoria
(ACT Government Health Directorate, 2011;
Petroulias, 2009; Victorian Government
Department o Human Services, 2004)
related discussions underway in other places
including Tasmania (Fudge, 2011).
An appropriately skilled and qualied workorce
is critical to achieving and sustaining eective
responses to drug use (Ministerial Council on DrugStrategy, 2011). This in turn necessitates a high
quality training system and highlights the need or
appropriate and comprehensive qualications and
training courses in the AOD area.
The vocational education and training (VET)
sector caters or those who may be interested in
pursuing work in the AOD eld but have ew ormal
qualications, those who wish to ormalise their
existing skills and those who wish to acquire urther
skills. It also provides a pathway or those with ormal
qualications but little experience or training in relationto alcohol and drugs to enter the sector.
VET sector competency standards, assessment
guidelines and AQF qualications are contained in
Training Packages. As the AOD sector sits within the
community sector, AOD qualications are developed
as part o the Community Services Training Package
(CHC08). These qualications cover the knowledge
and skills relevant to people who work in the AOD
sector.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia2
A large proportion o workers obtain AOD
qualications2 through RTOs within the VET sector.
In order to best serve the interests o the community
and to meet the needs o the workorce, it is
imperative that these courses are o high quality andadequately address issues acing the AOD workorce.
To date, however, there has been little examination
o the content and quality o these courses. There is
growing interest in ensuring that the training made
available through these courses is o an appropriate
standard to meet the changing needs and demands
o the AOD sector (Pidd et al., 2012).
A specic issue o concern is the high degree o
cannabis use within the Australian community. In
Australia, cannabis is the most commonly used
illicit drug, and it has a correspondingly high rate opresentations within AOD treatment settings
(AIHW, 2011).
Even where the principal presenting drug is not
cannabis, it is oten part o the clinical prole o a
large proportion o clients in the AOD treatment
system and is associated with a range o potentially
harmul consequences, while still largely maintaining
a reputation as a sot drug (McLaren, Lemon,
Robins, & Mattick, 2008). As such, AOD workers
are requently aced with an array o issues related
to cannabis use, and it is important that they receive
sucient training in this area to enable them to
respond eectively and proessionally.
Until recently, there has been scant research
undertaken to examine the availability o AOD
qualications oered by RTOs across Australia,
or the content and delivery o such courses
(Pidd et al., 2010).
There is also little guidance within the CHC08
Community Services Training Package (CSHISC,
2012) regarding how much or what content should
be delivered on cannabis. The units o competency
in the Training Package do not entail any specic
cannabis-related knowledge requirements (Roche
& White, 2011). The extent o cannabis-related
content delivered within AOD training qualications is
unknown at present.
2 These qualications comprise: CHC40408 - Certicate IV
in Alcohol and Other Drugs Work, CHC50208 - Diploma oCommunity Services (Alcohol and other drugs), and CHC50408 -Diploma o Community Services (Alcohol, other drugs and mentalhealth) rom the CHC08.
Current Study
A national project was undertaken to address the
lack o Australian research concerning AOD-relevant
qualications oered by RTOs, and secondarily, to
assess the extent to which such qualications containtraining content on cannabis. It was envisaged that
ndings rom this study would identiy both strengths
and weaknesses within the current VET AOD training
delivery system. A urther aim o the study was to
identiy training providers which may be interested
in contributing to the development o cannabis-
specic training and associated resources to acilitate
development o appropriate skills, knowledge and
attitudes necessary to work with clients who use
cannabis.
It is anticipated that these ndings will inorm
strategic and comprehensive improvements in AOD
qualications, and ultimately result in a more eective
AOD workorce.
The project involved two distinct phases:
1. Development o a national database o RTOs that
oered AOD-relevant qualications, and
2. A survey o training providers identied rom the
database to obtain greater detail on:
types o providers qualications delivered
geographic coverage
delivery mode (ace-to-ace, distance, online,
by recognition o prior learning/recognition
o current competency (RPL/RCC3), blended
delivery)
elective units o competency used in delivering
the qualications
provision o Skill Sets/Stand Alone Units
background and demographic prole o trainers what/how cannabis-related content is delivered
in training.
This report ocuses on phase 2. A detailed database
o RTO providers was previously published as a
separate report (Roche & White, 2011).
3 RPL/RCC takes into account skills and knowledge gainedthrough ormal training, work experience, and other relevant lieexperiences.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 3
Trainers Talking Training
2. MethodologyResearch Design
The project involved a national survey o training
providers, utilising both quantitative and qualitative
measures. Data was collected via one-on-one
telephone interviews. Responses were transcribed
onto an established interview protocol template using
SurveyMonkeyTM, a web-based survey sotware and
questionnaire tool (www.SurveyMonkey.com). The
interviews included both open-ended and categoricalquestions.
Sampling
Participants were recruited rom organisations listed on
the RTO database compiled by NCETA as part o this
project (Roche & White, 2011). This database included
all relevant RTOs on the Australian Governments
www.training.gov.au website. An organisation was
considered relevant i it oered one or more nationally
accredited alcohol and other drugs qualications
on its Scope o Registration as at August 30, 2011.
O the 4889 agencies listed on the government
website, 69 (1.4%) met this criteria. Contacts rom
these organisations were approached and invited to
participate in the study.
A total o 49 RTOs agreed to participate; a response
rate o 86%. Phone interviews were conducted with
CEO/owners, managers, course coordinators and/or
trainers involved in the delivery o relevant accredited
AOD courses i.e., the Certicate IV in Alcohol and Other
Drugs Work, Diploma o Community Services (Alcoholand other drugs), Diploma o Community Services
(Alcohol, other drugs and mental health), the AOD Skill
Set and/or AOD Stand Alone Units.
Measures
An interview protocol (see Appendix 1) was
developed to examine providers views regarding
AOD course content and delivery, as well as the
perceived importance o cannabis-specic content in
training courses. The interview protocol contained a
series o mostly closed questions which also provided
the option to urther extend or comment on answers.
A number o questions used 5-point Likert scaleresponse options. The survey included questions
regarding:
demographics: gender, age, location, position
currently held, years o experience and
qualications
type o training oered: Skill Set/Certicate/
Diploma/Stand Alone Units
location o training oered
mode o delivery: ace-to-ace, online, distance,
RPL/RCC proportion o students achieving some or all o
their qualications through RPL/RCC
electives oered
plans to deliver other types o training in the
AOD eld
perceived importance o cannabis-related
content in training
student interest in learning about cannabis
perceptions o adequacy o training.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia4
The interview protocol was structured under seven
sections:
1. Alcohol and other drugs Skill Set
2. Certicate IV in Alcohol and Other Drugs Work
(CHC40408)3. Diploma o Community Services (Alcohol and
other drugs) (CHC50208)
4. Diploma o Community Services (Alcohol, other
drugs and mental health) (CHC50408)
5. AOD Stand Alone Units o competency
6. Cannabis
7. Demographics.
Section 1 sought inormation about the AOD Skill Set
drawn rom the CHC08 Community Services Training
Package. The AOD Skill Set was developed, as part
o the CHC08, to identiy the key units o competency
needed by AOD workers who either had no ormal
qualications or who had qualications in generalist
or non-AOD specic areas (e.g., youth, disability,
housing, child welare). Skill Set units included:
CHCAOD402A Work eectively in the AOD
sector
CHCAOD406D Work with clients who are
intoxicated
CHCAOD408A Assess needs o clients with
alcohol and/or other drug issues
CHCMH401A Work eectively in mental
health settings.
Section 2 compiled inormation on the delivery o
the Certicate IV in Alcohol and Other Drugs Work
(Cert IV (AOD)). This qualication covered workers
who provided a range o services and interventions
to clients with alcohol and other drug issues and/
or workers who implemented health promotion and
community interventions. The qualication dened the
knowledge and skills or support and care workersin the community services and health sectors. It
reerred to the specic knowledge necessary to work
with a client with alcohol and other drug issues and
to provide appropriate intervention processes in
residential and community settings
(see Appendix 2).
Section 3 sought inormation on the delivery o the
Diploma o Community Services (Alcohol and other
drugs) (Dip CS (AOD)). This diploma requires higher
level knowledge and skills than the Certicate IV, and
includes training in counselling, reerral, advocacy
and education/health promotion. The Dip CS (AOD)
was recently revised during the development o the
CHC08 Community Services Training Package, and
replaced the older Diploma o Alcohol and Other
Drugs Work.
Section 4 addressed a new qualication introduced
in the revised CHC08 Community Services Training
Package - the Diploma o Community Services
(Alcohol, other drugs and mental health) (Dip CS
(AOD/MH)). The Dip CS (AOD/MH) integrated alcohol
and other drugs and mental health units into a singlequalication and was targeted at workers in both
the AOD and MH sectors. This qualication was
developed in recognition o the substantial number o
clients with co-occurring issues related to alcohol and
other drugs and mental health. It is oten reerred to
as the dual diagnosis or comorbidity qualication.
Section 5 compiled inormation rom respondents
who provided AOD Stand Alone Units o competency
rom either the Cert IV (AOD) or the Dip CS (AOD).
Stand Alone Units were usually delivered on a ee
or service basis. They could be oered as part o aprogram o on-going proessional development to
AOD workers, to students in other qualications who
wanted or required skills and knowledge in relation
to clients with AOD issues, to individuals who had
a personal interest in AOD issues, or as part o a
workplace training strategy.
Section 6 consolidated inormation and opinions
rom respondents on issues related to cannabis.
Survey items addressed the type and extent o
training on cannabis, the level o importance attached
to it by respondents, perceived student interest, themost popular and/or useul units, and respondents
willingness to help improve cannabis coverage and
content.
Section 7 compiled demographic inormation
on respondents age, length o time working in
the sector, work role, length o time teaching,
qualications held, and gender.
The research team piloted the interview protocol to
ensure that all questions could be easily understood
and were appropriate to the aims o the project.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 5
Trainers Talking Training
Procedure
Contacts rom the RTO database were approached
initially via letter, phone and/or email invitation,
and provided with inormation about the project.
A subsequent ollow-up phone call was made toascertain contacts willingness to participate, or to
identiy other more suitably qualied participants.
All those who agreed to participate in the study
nominated a time and date or a telephone interview
to take place, or alternatively elected to complete a
hard copy o the interview proorma.
Researchers used a protocol to conduct the phone
interviews, with verbal consent obtained rom all
participants beore the interview commenced.
Answers were recorded with paper-and-pencil on
the survey tool (see Appendix 1) in the rst instance,
and then transcribed onto an electronic database.
The interviews took approximately 15-30 minutes
and participants were assured that they would not
be individually identiable and that their comments
would not be attributed to their organisation in any
subsequent reports. Participants were also inormed
that they could stop the interview at any time, and
ask any questions they may have during the interview
or ater the interview had taken place.
Participants who chose to complete the surveyquestions in writing were provided with copies o the
survey tool and given the option to either e-mail, ax or
post their completed survey back to the project team. A
prepaid return envelope was provided or this purpose.
Ethics
Ethics approval was obtained rom Flinders University
and Southern Adelaide Health Service Social and
Behavioural Research Ethics Committee, approval
number 5282.
Participants
At the census date o 30 August 2011, there were
69 RTOs on the training.gov.au website with one
or more o the qualications on their scope.4 The
training.gov.au website (TGA) is the database oVocational Education and Training in Australia. The
TGA is the ocial national register o inormation on
training packages, qualications, courses, units o
competency and RTOs. Only organisations listed
on the TGA are recognised as RTOs registered to
provide VET training.
O the 69 RTOs on the TGA websites, nine were
inactive:
six had one or more o the AOD qualications
on scope but had not delivered any in the last12 months and were not intending to deliver
in the next 12 months and were thereore
ineligible
one RTO had ceased delivery o AOD training
whilst they undertook a training review and did
not expect to recommence delivery within 12
months
two training organisations were new to the eld
and had included the qualication(s) on their
scope but had not delivered any training to
date.A urther three organisations ailed to respond to any
communication (i.e., initial letter, e-mails and phone
calls). Hence, it was not possible to ascertain i they
were still active.
An additional eight RTOs did not participate:
two declined to participate in writing
six interviews could not be organised within the
time rame.
Hence, o the initial sampling rame o 69
organisations, 12 were deemed ineligible. This let atotal o 57 eligible organisations in the sample (see
Table 1). O these, 49 RTOs (86%) participated in the
survey. They were all registered RTOs with the AOD
qualications in question on scope and delivered in the
past 12 months (or intended to do so).
4 The training.gov.au website did not identiy as a dened groupRTOs who only delivered the Skill Set. Approximately 180 RTOs
had the our units that comprised the AOD Skill Set on theirscope. However, it was not possible to identiy and interviewrepresentatives rom those RTOs who only provided the Skill Setin the time rame o the project.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia6
Table 1. Sampling Frame
Sample N
Interviews completed 49
Interview pending at cut-o date 6
Reused in writing 2
Unable to contact (no response to email or phone calls) 3*
Provided advice that whilst the qualication(s) were on scope they had not been
delivered in the last 12 months and no delivery was planned or the next 12 months
6*
Provided advice that whilst qualication(s) were on scope delivery had not yet
commenced and thereore they could not provide relevant data (delivery would only
commence i there was demand)
2*
RTO registered but had not actively delivered any qualications recently. Delivery o
AOD qualications unlikely in the next 12 months.
1*
Total Initial Sampling Frame 69
* Ineligible to participate
Data Management and Analysis
Reponses to the interview questions were
transcribed onto an electronic data-management
program (SurveyMonkeyTM) and saved onto a secure
server. The inormation provided by participants ispresented here in an aggregated,
de-identied and anonymous ormat.
Descriptive statistics were perormed to summarise
key responses and demographic characteristics o
the sample. Correlations between dierent questions
and demographics were examined or statistical
signicance.
Qualitative comments were transerred onto an
Excel spreadsheet. Each respondent was given a
unique code to enable individual responses to be
tracked. The coding system was as ollows. Each
interviewee was allocated a respondent number
(R), which corresponded with the order in which
they had been entered into the spreadsheet.
In addition, a numerical code identied salient
demographic details, while retaining respondent
anonymity. Each interviewee was also provided with
an alphabetical code which identied the provider
type (TA=TAFE; Egovt=enterprise based government
provider; ENG=enterprise based nongovernment;CBP=community based provider; DUTA=Dual
University/TAFE provider; PO=privately owned
provider; AOD/MH RTO=specialist AOD/MH based
RTO). A designation o SS indicated that a provider
delivered the AOD Skill Set.
Subsequent to data organisation and
de-identication, the researchers undertook a
process o categorising the qualitative responses.
This involved identiying recurring words, phrases or
ideas in responses to individual questions, and then
consolidating these into categories across the entire
section. Further analysis identied themes arising
rom the responses. These themes were in turn
consolidated to identiy key themes.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 7
Trainers Talking Training
3. ResultsKey ndings rom the qualitative and quantitative
components o the survey are presented below in
our sections - Part A, B, C and D. Respondents
demographic details are presented in Part A. Results
pertaining to the provision o AOD courses in general
are presented in Part B, the ndings that relate
specically to cannabis are presented in Part C and
general training issues are addressed in Part D.
PART A RespondentsDemographic Details
The majority o the 49 respondents were emale
(63%; N=30). More than hal (53%) were aged
50+ years, with a urther 28% aged 40-49 years.
Respondents were predominately based in Victoria
(37%) and New South Wales (29%), with smaller
percentages rom Queensland (14%), South Australia
(6%), Australian Capital Territory (4%), Tasmania (4%),
Western Australia (4%), and Northern Territory (2%).
They were primarily trainers/educators (61%), course
coordinators (41%) or RTO managers (31%). These
roles were not mutually exclusive. Mean years o
experience in these roles are shown in Table 2. No
signicant association was ound between work role
and years o experience.
Table 2. Respondents Work Roles by Years
o Experience
Work role Years o experience
Mean SD N
Trainer 8.4 6.8 28
Course Coordinator 6.5 2.8 17
RTO Manager 9.3 5.9 14
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia8
In addition to their current role, respondents had
previously been rontline AOD workers (82%),
supervisors (56%) and/or managers (48%), and 30%
had experience as an AOD volunteer.
All respondents had ormal qualications (see Figure1). The most common qualication was a TAFE Cert
IV (72%)5. Approximately hal the respondents held
a non-AOD diploma (51%), o these 20% held a
generic Diploma o Community Services, which may
have included some AOD units. A urther 26% held
an undergraduate diploma.
5 A Certicate IV in Training and Assessment (TAE40110) or itsequivalent is a mandatory qualication or VET trainers, and 28%o this sample appeared not to hold this qualication.
Figure 1. Qualifcations Held by RTO Respondents
0%
0%
4%
6%
34%
72%
28%
9%
51%
26%
68%
55%
10% 20% 30% 40% 50% 60% 70% 80%
Postgraduate qualication
Bachelors Degree
Undergraduate Diploma
Other TAFE Diploma
Dip CS (AOD/MH)
Dip CS (AOD)
Other TAFE Cert IV
Cert IV (AOD)Certicate II or III
Trade or Certicate
No ormal qualications
The most common AOD qualications were the Cert
IV (AOD) (34%), Dip CS (AOD) (28%) and Dip CS
(AOD/MH) (9%). Over two thirds o respondents held
a Bachelors degree (68%) and 55% a postgraduate
qualication.
Respondents were employed by six dierent types
o RTO providers: TAFE (43%), privately operated
education and training business or centre (22%),
non-government enterprise (16%), government
enterprise (6%), community based adult education
provider (6%), mental health or AOD specic RTO
(2%), or other entity (6%) (all other respondents
were dual sector university/TAFEs).
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 9
Trainers Talking Training
PART B Delivery of AOD Training
The survey elicited inormation specic to each o
the three nationally accredited AOD courses: Cert
IV (AOD); Dip CS (AOD); and Dip CS (AOD/MH);
and in addition, the AOD Skill Set and Stand AloneUnits. Findings or each o the three courses, the Skill
Set and Stand Alone Units are outlined in separate
sections below.
Summary of Certicate IV (AOD),Diploma of Community Services (AOD) andDiploma of Community Services (AOD/MH)
The Cert IV (AOD) was the most commonly oered
AOD course, provided by 76% (N=37) o the 49
respondents (see Figure 2). While thirty seven
respondents reported that they oered the Cert IV(AOD), a urther ve6 indicated that they had it on
scope but did not oer it.
6 Whilst ve respondents indicated that they had qualications onscope but did not deliver them, it was not necessarily the same veproviders across each o the qualications.
The Dip CS (AOD) and Dip CS (AOD/MH) were
oered by 22% (N=11) and 31% (N=15) o
respondents, respectively. While 11 respondents
reported that they oered the Dip CS (AOD), a
urther ve indicated that they had it on their scope
but did not oer it. Fiteen respondents oered the
Dip CS (AOD/MH), and a urther ve* indicated that
they had it on their scope but did not oer it. Most
respondents oered more than one qualication.
Respondents indicated that where qualications on
scope were not oered or delivered it was due to a
lack o demand or the qualication, lack o unding at
a jurisdictional level, or lack o suitable training sta.
Figure 2. RTO Respondents Oering Cert IV (AOD), Dip CS (AOD), Dip CS (AOD/MH), Skill
Set and Stand Alone Units
0%
10%
20%
30%
40%
50%
60%
70%
80%
Cert IV (AOD) Dip CS (AOD) Dip CS(AOD/MH)
Skill Set Stand AloneUnits
76% (n=37)
22% (n=11)
31% (n=15)33% (n=16)
22% (n=11)
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia10
Table 3 presents a summary o the salient eatures o
AOD courses. Across all qualications, respondents
reported that most training was delivered in New
South Wales, Victoria and Queensland, ollowed by
South Australia.
Student Numbers
Respondents were asked to provide an indication
o their student enrolment numbers or each
qualication. Not all respondents had access to this
data at the time o the survey. Overall, respondents
Table 3. Summary o Key Features o AOD Training Delivery
AOD Training DeliveryCert IV(AOD)
Dip CS(AOD)
Dip CS(AOD/
MH)
SkillSet
StandAlone
Units
Number and Percentage o RTOs
Oering Qualifcation
37
(76%)
11
(22%)
15
(31%)
16
(33%)
11
(22%)
Primary locations
oered
NSW 32% 27% 33% 44% 46%
NT 3% 9% 9%
Qld 19% 36% 20% 31% 18%
SA 11% 27% 13% 13%
Vic 30% 46% 33% 44% 27%
Tas 5% 7% 6% WA 5% 9% 7% 6%
ACT 3%
All1 14% 9% 20% 6%
Mode o delivery
Distance 38% 27% 27% 44% 9%
Face-to-ace 78% 64% 100% 81% 82%
Online 19% 27% 33% 38% 18%
RPL/RCC 59% 91% 80% 56% 27%
% o students who
gained RPL/RCC
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 11
Trainers Talking Training
Course Structure and Electives
Both the Cert IV (AOD) and the Dip CS (AOD)
consisted o core units and electives. There were
no electives in the Dip CS (AOD/MH) as all units
were core (see Table 4). To complete a qualication,students were required to achieve competency in the
specied core units, plus the nominated number o
electives.
The Cert IV (AOD) consisted o 16 units; seven core
and nine elective. Electives were designated into
Groups A, B and C, and generic electives. Group
A comprised two units related to rst aid training;
students complete at least one (see Appendix 2).
Group B comprised six units, o which at least one
had to be selected. These units addressed skills in
relation to dealing with clients, work organisation,inection control and sharing inormation with other
organisations.
Table 4. Course Structure
Qualifcation Core
units
Elective
units
Total
Cert IV (AOD) 7 9 16
Dip CS (AOD) 15 2 17
Dip CS (AOD/MH) 19 19
O the remaining seven electives, the Training
Package recommended students undertake one
or both o the two Group C electives that related to
cultural saety. Respondents indicated that at least
one o the Group C units was delivered to most o
their students (see Figure 3).
The generic electives consisted o a pool o 67
units. They were divided into areas o specialisation
including: working with clients with mental health
issues; oral health; nancial literacy education; andservice delivery (see Appendix 2). Students could
transer credit where they held a prior qualication
which shared units in common with the qualication
being undertaken. In addition, students could also
transer credit or two urther electives rom other
relevant qualications. This urther reduced the
number o units they may need to undertake to
complete their qualication.
Students elective choices were usually governed
by a number o constraints, including the availability
o units on oer rom the RTO with which theywere enrolled. Many respondents indicated that
they structured students elective options to meet
workplace or jurisdictional requirements. Employers
oten specied, in negotiation with their local RTO,
the units they wanted pre- or in-service students to
complete. This could substantially infuence the units
oered by most RTOs.
A number o RTOs did not oer any choice o
electives or the Cert IV (AOD). In these cases,
students were expected to complete the core units
o competency rom the Cert IV (AOD), plus the core
units rom another qualication, most oten the Cert
IV (MH) (see Figure 3). This could result in students
graduating with both qualications, but eliminated
students elective choice. This structure was
indicated to be a response to industry or government
demand/pressure or AOD workers to acquire
knowledge and skills in mental health.The Dip CS (AOD) comprised 15 core units plus two
electives (see Appendix 2). The Training Package
recommended that students undertake a cultural
competence elective. This generally let students with a
single elective choice, which was oten determined by
their provider or workplace.
Training Delivery Formats
The majority o courses were available in a range o
delivery ormats, with most providers using blended
delivery; that is, a combination o two or moremethods. The most common delivery ormat or all
courses was ace-to-ace (see Table 3). Face-to-ace
delivery was oered or all Dip CS (AOD/MH) courses.
Distance delivery was most prevalent or the AOD Skill
Set (44%) and the Cert IV (AOD) (38%).
The availability o RPL varied substantially by course
type, and was most commonly available or the Dip CS
(AOD) (91%) and Dip CS (AOD/MH) (80%), ollowed
by the Cert IV (AOD) (59%) and the Skill Set (56%).
The percentage o students who obtained some or
all o their qualication through RPL or RCC varied by
qualication, but this pathway was usually utilised by
less than 25% o students.
A number o respondents indicated that they did not
structure their training around units o competency but
rather by subjects. In these instances, qualications
were delivered as a number o subjects (usually our or
ve) that together covered all o the required core and
elective units. This made it dicult or those RTOs to
identiy students preerred units. This type o training
delivery was generally reerred to as subject baseddelivery. Subject based delivery limited students
choice o electives as students were enrolled in
electives determined by the training provider.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia12
Figure 3. Units o Competency Matrix or AOD and MH Qualifcations
*See Appendix 2
Certifcate IV in Alcohol
and Other Drugs Work(CHC40408)
16 Units
7 Core Units
(9 Elective Units)
One must be chosen rom Group AOne must be chosen rom Group B
Recommended electives (at least 1)
76 Relevant Electives listed*
Listed electives that are core in related qualications
Diploma o Community
Services (Alcohol and OtherDrugs) (CHC50208)
17 Units
15 Core Units
(2 Elective Units)
Recommended electives (at least 1)
47 Relevant Electives listed*Listed electives that are core in related qualications
Diploma o CommunityServices (Alcohol, Other Drugs
and Mental Health) (CHC50408)
19 Units
19 Core Units
(No Elective Units)
Diploma o CommunityServices (Mental Health)
(CHC50308)
16 Units
14 Core Units
(2 Elective Units)
Recommended electives (at least 1)29 Relevant Electives listed*
Listed electives that are core in related qualications
CHCCOM403A
CHCAOD402B
CHCCS504A
CHCPROM503A
CHCMH402A
CHCMH401A
CHCCW503A
CHCAOD510A
CHCORG428A
CHCAD504A
CHCPOL501A
HLTOHS401A
CHCAOD513A
CHCAOD511B
CHCAOD512A
CHCCMH409A
CHCMH501A
CHCCM404A
CHCMH404A
CHCMH504D
HLTIN301C
CHCAOD411A
CHCCS400B
CHCOHS312B
CHCAOD408A
CHCICS305A
CHCPROM401B
CHCCS403B
CHCAOD409D
CHCAOD407D
CHCORG405D
HLTFA402C
HLTFA301C
PSPMNGT605B
HLTHIR404D
HLTHIR403C
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 13
Trainers Talking Training
Credit Transfer7
All providers oered credit transers across applicable
qualications. Respondents indicated that where
students had a pre-existing qualication they
could be granted credit transers or relevant units.For example, where a student had completed a
generalist qualication at Cert IV or Diploma level
then completed core units in an AOD qualication,
they could be granted credit and awarded two
qualications. In some instances, credit transer could
equate to 75% o the qualication (see Figure 3).
Some respondents indicated that this could
acilitate students acquiring multiple qualications i
they also undertook relevant core units rom other
qualications. Most commonly, students acquired
an AOD qualication through credit transer andcompletion o a small number o units, in conjunction
with a mental health or other community service
qualication.
7 Credit transer involves direct recognition o units obtained in onequalication that are credited towards another qualication.
Courses oered
Type o RTO Cert IV (AOD) Dip CS (AOD) Dip CS (AOD/MH) Total
N (%) N (%) N (%) N (%)
TAFE provider 18 (50%) 6 (55%) 9 (60%) 33 (53%)
Enterprise govt 3 (8%) 1 (9%) 1 ( 7%) 5 (8%)
Enterprise non-govt 5 (13%) 0 (0%) 2 (13%) 7 (11%)
AOD/Mental Health
specic RTO
1 (3%) 1 (9%) 0 (0%) 2 (3%)
Community based
adult education
provider
3 (8%) 1 (9%) 0 (0%) 4 (6%)
Education & training
business/centre
privately owned
5 (13%) 2 (18%) 2 (13%) 9 (14%)
Other 2 (5%) 0 (0%) 1 (7%) 3 (5%)
Total 37 (100%) 11 (100%) 15 (100%) 63 (100%)
Table 5. Provision o Cert IV (AOD) and Dip CS (AOD)/(AOD/MH) by RTO Provider Type
Types of Training Providers
The types o RTO providers which oered Certicate or
Diploma courses are shown in Table 5. Just over hal
the courses were oered by TAFEs, ollowed by privately
owned education and training businesses/centres (14%)and non-government enterprise organisations (11%).
Signicantly more non-private than private providers
oered the Cert IV (AOD) (r=-.376;p =.008). No other
signicant associations were ound between courses
oered and type o organisation.
A correlation analysis was conducted to explore
relationships between variables. No signicant
associations were ound between courses oered
and years o experience; courses oered and
percentage o students achieving accreditation
by RPL/RCC; years o experience and type o
organisation; type o organisation and whether RPL/
RCC specically addressed cannabis-related issues;
courses oered and whether RPL/RCC specically
addressed cannabis-related issues.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia14
AOD Skill Set
Sixteen RTOs (33%) reported that their organisation
provided the AOD Skill Set. The majority were based
in New South Wales (44%) and Victoria (44%). A
urther our RTOs noted that while the Skill Setwas included in their scope, they did not currently
deliver it. Among the RTOs that oered the Skill
Set, respondents estimated that approximately 500
students were enrolled at the time o the survey.
Numbers o enrolees varied rom
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 15
Trainers Talking Training
Certicate IV in Alcohol and OtherDrugs Work
Seventy six percent (N=37) o RTOs oered the
Cert IV (AOD). These organisations were primarily
located in New South Wales (32%), Victoria (30%),
Queensland (19%) and South Australia (11%), with
5% or less in Tasmania, Australian Capital Territory,
Northern Territory, and Western Australia. Fourteen
percent were registered to deliver it nationally.
The Cert IV (AOD) qualication was the most
commonly oered and most requently taken up
course, with approximately 1,540 students reported
to be enrolled at the time o the survey. In two
jurisdictions (Victoria and the Australian Capital
Territory), the Cert IV (AOD) was a mandatoryrequirement or workers in the alcohol and drugs
sector. In other jurisdictions, it served as a deault
minimum AOD qualication requirement.
In Victoria, the requirement or AOD workers to hold
the Cert IV (AOD), irrespective o other qualications
held, was reported to have resulted in a signicant
market or this course. Many students enrolled in the
Cert IV held existing higher education qualications.
One dual sector university oered the Cert IV (AOD)
as an option or nal year social work students to
enable them to meet that states minimum AODqualication requirement or the Cert IV (AOD)
irrespective o other qualications held, including
higher education.
Some services require a Cert IV (AOD) as the
minimum qualication or practice in particular
states and thereore we have people with higher
qualications undertaking the Cert IV (AOD) in
these states and we nd there is some confict or
these people about the level at which the course is
set. (R49)
Delivery o the Cert IV (AOD) ranged rom ace-to-ace
(78%), RPL/RCC (59%), online (19%), to distance
(38%). RPL availability varied. Most organisations
(79%) reported that less than 25% o their students
achieved some or all o the Cert IV by RPL/RCC (see
Table 3). Some organisations oered no RPL; reasons
included its entry-level qualication status (making
it unlikely students would have prior experience)
and that most students and/or employers wanted
the qualication delivered ace-to-ace rather than
awarded by RPL. The cost o oering RPL was also
cited as a disincentive. Students who transerredrom other courses, or had prior qualications, usually
received partial RPL, ranging rom one or two to a
signicant number o units. Students mostly received
RPL or general, not AOD-specic, units. One
organisation reported delivering the Cert IV (AOD) to
higher education qualied students in a jurisdiction
that required it as a minimum qualication, and in
that instance candidates undertook the qualication
completely by RPL.
Dual Qualications
Provision o training in dual qualications was
commonly noted. Students who enrolled in a dual
qualication could circumvent unding restrictions that
made it expensive to gain a second Cert IV in some
states. A number o respondents indicated that where
employers wanted their workorce to have both AOD
and MH qualications, they delivered the Cert IV
(AOD) as a dual qualication in conjunction with the
Cert IV (MH).
Driven by the dual diagnosis initiative in Victoria,
people are wanting dual capabilities. (R48)
Two organisations delivered the Cert IV (AOD) in
conjunction with a Cert IV (Youth Work). A number
o providers also delivered the Cert IV (AOD) in
combination with a generalist Cert IV in Community
Service Work. Provision o the latter training was
especially noted in Victoria where this generalist
qualication attracted government unding.
Units and Electives
As noted, the Cert IV (AOD) comprised 16 units,
including seven core and nine elective units (see
Appendix 2). Many respondents indicated that they
did not provide students with choices in regard to
electives, as some providers packaged delivery o
the Cert IV (AOD) with other qualications (e.g., Cert
IV Mental Health, Youth Work, or Aged Care). Where
dual qualications were delivered, a students choice
o electives was limited. Some respondents indicatedthat electives were determined in consultation
with local service providers/employers, which also
limited student choice. A high level o interest in
mental health related units was noted, and this was
perceived to be driven by employer demand or
workers with skills in both AOD and mental health.
Most respondents reported that they required
students to complete some mental health electives.
This refected a growing emphasis on comorbidity,
particularly in jurisdictions such as Victoria. Most
respondents also maintained that mental health units
should be included as core units in the Cert IV (AOD).
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia16
Respondents noted that while the Cert IV (MH)
contained a mandatory AOD unit, the Cert IV (AOD)
did not have a commensurate mental health unit.
Respondents were asked to identiy the electives
oered. The most commonly oered Cert IV (AOD)electives (cited by three or more respondents) are
shown in Table 6. This list is indicative not denitive
as some respondents were not able to provide detail
o all units oered by their organisation. The units
Course Code Course Name N*
HLTHIR403C Work eectively with culturally diverse clients and co-workers 17
CHCMH401A Work eectively in mental health settings 12
HLTHIR404D Work eectively with Aboriginal and/or Torres Strait Islander people 12
CHCAOD406D Work with clients who are intoxicated 10
CHCMH408B Provide interventions to meet the needs o consumers with mental
health and AOD issues
10
CHCCS422A Respond holistically to client issues and reer appropriately 7
CHCCS514A Recognise and respond to individuals at risk 7
CHCMH402A Apply understanding o mental health issues and recovery processes 7
HLTFA301C Apply rst aid 6
CHCCS403B Provide brie intervention 5
CHCORG405C Maintain an eective work environment 5
CHCAOD407D Provide needle and syringe services 4
CHCAOD409D Provide alcohol and/or other drug withdrawal services 4
CHCCS401B Facilitate responsible behaviour 4
CHCCS504A Provide services to clients with complex needs 4
CHCICS406A Support client sel management 4
CHCMH404A Conduct assessment and planning as part o the recovery process 4
CHCCS521A Assess and respond to individuals at risk o suicide 3
* N = number o times this elective was cited by respondents
Table 6. Cert IV (AOD) Electives Most Commonly Oered by RTOs
addressing cultural diversity and cultural competence,
ollowed by mental health and clinical skills, were the
units most requently nominated. In addition, a large
number o respondents mentioned mental health
competencies, but did not cite them by specic unit
name/code (thereore they are not shown in Table 6).
Overall, mental health topics were identied as the
units or electives most commonly oered. Students
interest in child protection (CHCCHILD401A) and
youth work units was also noted by providers.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 17
Trainers Talking Training
Respondents were also asked to nominate the units
most in demand by students. Table 7 displays the
Cert IV electives most in demand, and lists only those
courses specically cited by respondents. Two o
the ve units most in demand (i.e., HLTHIR403C and
HLTHIR404D) were Group C electives. The Cert IV
(AOD) Packaging Rules recommended that students
select at least one o these two units. CHCMH401A
and CHCCS521A, were both drawn rom the Work
with People with Mental Health Issues electives
group, while CHCAOD406D and CHCAOD407D were
both drawn rom the Client Needs group which were
generic electives units.
In addition to the inormation detailed in Table 7, 11
respondents also highlighted a number o mental
health units that were popular among students, butdid not speciy their specic unit code.
* Indicates the number o times this unit was mentioned by RTO respondents as in demand by students.
Table 7. Cert IV (AOD) Electives Most in Demand by Students
A number o respondents indicated that they did not
structure their Cert IV (AOD) training around units o
competency but rather used subject based delivery. In
these instances, the qualications were delivered as a
number o subjects (usually our or ve) that together
covered all o the required core and elective units. This
made it dicult or those RTOs to identiy students
preerred units. Subject based delivery limited students
choice o electives, as students were enrolled in
electives determined by the training provider.
Least popular units were reported to be the introductory
AOD and MH units and working within a legal and
ethical ramework. Lack o appeal was attributed to the
large size and/or dryness o these units.
Unit Code Unit Title Specifc
mentions *
CHCAOD406D Work with clients who are intoxicated 4
HLTHIR403C Work eectively with culturally diverse clients and
co-workers
4
CHCAOD407D Provide needle and syringe services 4
CHCMH401A Work eectively in mental health settings 3
HLTHIR404D Work eectively with Aboriginal and/or Torres Strait Islander
people
3
CHCCS521A Assess and respond to individuals at risk o suicide 3
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia18
Future Delivery
Eighty seven percent o RTOs (N=36) planned to
oer the Cert IV (AOD) in the next 12 months: 85%
intended to oer it ace-to-ace, 32% by distance,
29% online and 66% by RPL/RCC. Most RTOsindicated that in the oreseeable uture they would
continue to deliver the same electives that they
had oered previously. Several RTOs indicated that
determination o electives oered in the uture would
be subject to the outcomes o discussions with
industry and/or employers.
A number o respondents, including several rom rural
areas, noted growing demand or the Cert IV (AOD)
and attributed this to increased alcohol and other drug
use, as well as a concomitant growth in AOD services.
... there is a very high [demand] indeed to have
this qualication delivered here because o the
signicant drug and alcohol use issues we have
locally. (R1)
In contrast, two respondents planned to remove the
Cert IV (AOD) qualication rom their scope due to
lack o unding or demand.
Emerging Demand for the Cert IV
One enterprise-based RTO, located within an aged
care service, reported recent delivery o the Cert IV
(AOD) to students who primarily worked in aged care.
They had identied a need or AOD training as they
were seeing many more residents coming into aged
care with alcohol and drug issues.
Student Cohort Issues
A substantial proportion o pre-service students were
reported to have entered training, having been clients
o the AOD treatment system.
Most o the current Cert IV participants are users,or in recovery, with no prior qualications. (R19)
Respondents indicated that many Cert IV (AOD)
students, and/or their amily members, had personal
issues related to alcohol and other drug use, or
came rom communities with signicant AOD
problems. High attrition rates were noted among
these students. It was suggested that attrition may
have been due to training content bringing up dicult
issues, or the student having resolved their personal
AOD use issues, or alternatively having relapsed
whilst undertaking training.
Most o these people are pre-employment,
some have partners with a dependency and
others are ex-users. (R17)
Respondents noted that some o these students had
strong views about alcohol and other drugs that were
inormed by their personal use and these views were
oten resistant to the evidence presented in training.
Other Issues
A number o respondents noted that the Cert IV (AOD)
was a large qualication, and some suggested that it
had become less relevant since its recent revision (i.e.,
the change rom CHC02 to CHC08) and incorporation
o a number o generic units.
The new qualication (Cert IV (AOD)) in the
revised training package has diminished the
qualication, it has become more generalised
and irrelevant units have been introduced.
A good example is that the revised Cert IV has
incorporated the unit o competency on manualhandling, however very ew AOD workers work in
situations where they would regularly lit patients/
clients and so this is not relevant. (R48)
Others argued that in trying to meet the requirements
o various stakeholders, the Cert IV (AOD) had
become too large to be eectively delivered at this
qualication level. It was urther suggested that the
Cert IV was not suciently explicit in terms o what
was required in relation to specic knowledge about
alcohol and drugs, including cannabis.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia 19
Trainers Talking Training
Diploma of Community Services(Alcohol and other drugs)
Twenty three percent (N=11) o respondents oered
the Diploma o Community Services (Alcohol and
other drugs) (Dip CS (AOD)). The state with the
largest proportion o RTOs oering this qualication
was Victoria (46%), ollowed by Queensland (36%),
New South Wales (27%) and South Australia (27%).
No organisations oered the Dip CS (AOD) in the
Northern Territory or Tasmania. Nine percent o
respondents were registered to deliver it nationally.
Respondents indicated approximately 360 students
were enrolled in the Dip CS (AOD) across the 11
organisations delivering it. A urther six organisations
oered the Dip CS (AOD), or had it on scope, butreported no enrolments.
O organisations delivering it, six had very small
enrolments (< 20 students). Respondents indicated
that interest in the Dip CS (AOD) had diminished due
to the introduction o the new Dip CS (AOD/MH),
which included alcohol and drugs with mental health,
and a corresponding demand rom industry or this
combined qualication:
no one wants this qualication; they all want
the joint qualication. (R45)
Delivery o the Dip CS (AOD) ranged rom RPL/RCC
(91%), ace-to-ace (64%), online (27%), to distance
(27%), and RPL was more common or the Dip
CS (AOD) than the Cert IV (AOD). Forty six percent
o RTOs indicated that less than 25% o students
achieved some or all o the Dip CS (AOD) by RPL or
RCC (see Table 3).
Students accessed RPL and gap training to achieve
the qualication in a shorter timerame. These
strategies were most oten used by in-service workers.
Where students are in-service they usually use
units they have acquired through other training
as their electives, thus completing them by RPL/
RCC or credit transer. (R41)
Respondents also noted that a number o students
used credit transers rom other qualications to
achieve partial completion o the Dip CS (AOD).
Where students undertook the Dip CS (AOD),
subsequent to completing the Cert IV (AOD) with the
same provider, credit was oten carried orward or a
number o units into the higher qualication, as thesequalications share several core units and a number
o electives in common (e.g., cultural diversity, mental
health, client needs/support and oral health units).
This enabled students, on completion o the Cert IV
(AOD), to ast track through the Diploma.
The majority o students enrolled in the Dip CS (AOD)
were employed in the AOD sector. Some respondentsindicated that they required students to be working,
and/or have signicant experience, in the AOD sector
beore completing the qualication. However, one
privately operated RTO respondent indicated that up
to 50% o their Diploma students were not working in
the AOD sector, but had previously completed a Cert
IV (AOD) with their institution and had carried orward
credit rom the Cert IV (AOD).
Dual Qualications
As an alternative to oering the new combined Dip(AOD/MH), a number o respondents had tailored
their delivery o the Dip CS (AOD) to allow students
to complete their studies with dual diplomas in both
AOD and MH. Although many respondents planned
to deliver the combined Dip CS (AOD/MH) in the
coming year, some intended to continue to oer the
dual qualications. This was seen as more fexible
and allowed credit or electives that were not included
in the new Dip CS (AOD/MH) (see Figure 3). On-going
demand or the dual qualications appeared to be
a unction o the AOD sectors preerence or a dualqualication (and the skill sets entailed therein) and
student sel-selection.
Subject to demand, most people now do the
dual qualication. (R23)
Units and Electives
The most popular electives in the Dip CS (AOD) were the
mental health units, ollowed by those addressing clinical
issues such as counselling, group work, motivational
interviewing and dealing with intoxicated clients.
Respondents indicated that i students had
transerred rom other courses, were upskilling rom
the Cert IV (AOD) or gaining a urther qualication,
credit could be awarded or units previously
completed. This made it dicult to identiy electives
most in demand.
As in the case o the Cert IV (AOD), a number o
respondents indicated that they did not structure
their training around units o competency but rather
by subjects that incorporated components rom a
number o units. In these instances, it was dicultto identiy the popular units. Students did not get to
choose electives when doing subject based delivery.
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An Examination of Vocational Education and Training for the Alcohol and Other Drugs Sector in Australia20
Future Delivery
Thirty ve percent o RTOs planned to oer the Dip
CS (AOD) in the coming 12 months using a range
o delivery modes; with 69% providing ace-to-ace
training, 25% oering distance delivery, 25% oeringonline delivery and 69% incorporating RPL or RCC.
Several providers rom Victoria maintained that
changes to training unding (e.g., where people with
pre-existing qualications were ineligible or unded
training) had resulted in signicant reductions in
enrolments in Diploma level qualications.
The ees or the students to skill up rom the
Cert IV (AOD) to the Diploma are approximately
$3500. This has dramatically reduced the number
o people we are getting enrolling in the diploma.(R19)
One respondent noted that changes in the Training
Package had also had a negative impact on
enrolments.
We have ound enrolment numbers h