Mapping the Framework to the 2002 Employability Skills Framework
The Bridging document—Core skills for work provides a detailed understanding of how the Framework aligns with the 2002 Employability Skills Framework.
Mapping Framework to the Australian Curriculum general capabilities
This resource maps each general capability area of the Australian Curriculum to the Skill Areas of the Core Skills for Work Development Framework and the Australia Core Skills Framework.
Mapping the Framework to a unit of competency
This resource outlines a way to use the Framework to identify the relevant skills that underpin performance in a certain subject.
Using the Framework in an employment services setting
This resource contains two scenarios showing how the framework might be used in different ways in the employment services sector. The first illustrates how the framework might be used to develop a jobseeker's core skills for work profile. The second illustrates how the framework can be used to help both a jobseeker and employer in a work placement situation.
Facilitating individuals' development
This resource describes some of the research findings on the characteristics of support and opportunities that have been found to assist (or hinder) performance at each developmental stage, and movement to the next stage.
Self-reflection activity for school students
This resource provides a way for school students to document their experiences and reflect on their observations and responses while in a work placement or work experience.
Employers' guide to the Framework
This resource provides an overview of the Framework for employers, as well as its application and benefits. It should be read in conjunction with the framework.
The detailed performance features describe how an individual might behave when operating at a particular stage of performance.
They can be used to identify what stage an individual is at in their skill development to:
- articulate and build on an individual's current strengths
- establish the stage at which an individual is performing, so that learning and development activities can focus on any skill gaps
- provide a guide as to what individuals might do to develop in particular skill areas
- develop shared and realistic expectations about the appropriate stage of performance for an individual in a particular context and timeframe
- identify the nature and degree of support required, and the types of practical experience and challenges needed for further learning and development.