Australian Core Skills Framework

See http://www.industry.gov.au/SKILLS/FORTRAININGPROVIDERS/AUSTRALIANCORESKILLSFRAMEWORK/Pages/default.aspx

Introduction

The Australian Core Skills Framework (ACSF) describes levels of performance in the five core skills of:

  • Learning
  • Reading
  • Writing
  • Oral Communication
  • Numeracy

General information

(see Example source guidance)

information to be gathered details
Name / title of source/model and version if applicable Australian Core Skills Framework
Stakeholder  
URL of source or stakeholder Australian Government DEEWR
Orientation (work, education, etc.) Employability; work
Explicit model or implicit model? Implicit
Can organisations have competence? no
Number of people currently affected many
Sectors covered none specifically; all in general
Groups of actual users  
Significant use cases  
Significant business cases  
Sample materials the framework is given in full; no further framework material
Key features influencing their uptake of InLOC outputs probably no salient ones

Features

(see the Features page or the separate pages for each feature)

N Features ? notes
00 More than one model 1 implicitly structured, each layer is different
01 Identifiers 1 structured, numeric, internal for levels and indicators
02 Hierarchy (internal) 1 just core skill > indicator > level
03 Internal relationships 0  
04 External relationships 0  
05 Conditionality / optionality 0  
06 Text syntax 0 informally, indicators start with verbs
07 Structured identifiers 1 indicator ID has level number and indicator number
08 Classification 0  
09 Level attribution 0  
10 Level definition 1 explicitly defines levels 1 to 5 for each indicator – not quite clear where the level numbers 1 to 5 come from
11 Context 0  
12 Evidence and assessment 0  
13 Extensions 0  
14 Profiles 0  
15 Adaptation 0  
16 Definition by example 0  
17 Learning resources 0  
18 Learner records 0  
19 Multilinguality 0  

Further information

Levels in one example: Numeracy

Level   Indicator
1 1.09 Locates and recognises key mathematical information in simple activities or texts
  1.10 Uses simple mathematical and personal problem solving strategies in highly familiar contexts
  1.11 Uses everyday informal oral language or highly familiar written representation to communicate simple mathematical information
2 2.09 Identifies and comprehends relevant mathematical information in familiar activities or texts
  2.10 Selects and uses appropriate familiar mathematical problem solving strategies to solve problems in familiar contexts
  2.11 Uses informal and some formal oral and written mathematical language and representation to communicate mathematically
3 3.09 Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts
  3.10 Selects from and uses a variety of developing mathematical and problem solving strategies in a range of familiar and some less familiar contexts
  3.11 Uses a combination of both informal and formal oral and written mathematical language and representation to communicate mathematically
4 4.09 Extracts and evaluates the mathematical information embedded in a range of tasks and texts
  4.10 Selects from, and applies, an expanding range of mathematical and problem solving strategies in a range of contexts
  4.11 Uses a range of informal and formal oral and written mathematical language and symbols to communicate mathematically
5 5.09 Analyses and synthesises highly embedded mathematical information in a broad range of tasks and texts
  5.10 Selects from, and flexibly applies, a wide range of highly developed mathematical and problem solving strategies and techniques in a broad range of contexts
  5.11 Uses a wide range of mainly formal, and some informal, oral and written mathematical language and representation to communicate mathematically

Guidelines requirements