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Scope of works

Vocational Education and Training (VET) resource writing for a Course in Gender Equity

Women’s Health Victoria (WHV) has been funded by the Victorian Department of Education and Training (DET) to lead a two-year project (the GET Project) with a consortium including RMIT, Women with Disabilities Victoria, ACEVic, Monash University, Knox City Council, Coonara Community House and Yarrawonga Neighbourhood House to develop a Course in Gender Equity.

What the project is, why it’s happening, and what it will achieve (overview)

The Course in Gender Equity includes eight units of competency that will provide participants with the knowledge and skills required to understand, support and apply gender equity within the workplace. The course development sits within a larger Gender Equity training project, the project deliverables cover 4 areas:

There is currently no formal vocational training available to credential existing gender equity workers and to provide opportunities for professional development and/or career pathways for people wishing to work in the area of gender equity or where gender equity forms part of their work. Nor are there accredited units of competency available that can be imported into generalist qualifications to build competency in gender equity for any workforce.

Gender inequality is a recognised social issue in Australia, as evidenced by the plethora of national, state and local strategies, plans and legal instruments developed to address it at its core. The Royal Commission into Family Violence (Victoria) also uncovered that family violence is a gendered crime, as 75 per cent of victims are women.

The Course in Gender Equity will meet the professional development needs of the emerging gender equity workforce.

Gender equity workers are found across a broad range of industries and sectors and in roles that span a range of levels of autonomy and responsibility. They may be specialist workers where gender is the main focus of their role, but they may also be workers who engage with personnel, stakeholders and/or community whereby they have an opportunity to apply gender equity to their work.

The course includes units to establish a strong conceptual understanding of gender equitable practice; it is aimed at people with an entry-level working knowledge of gender, noting that participants may not, however, be entry level to their work role. 

Indicative AQF level of content is Certificate IV. Approximately 250-300 nominal hours.

Unit overview


Unit name and description


Develop a gender lens to support gender equity work

Skills and knowledge to develop a gender lens using an intersectional approach, based on theoretical frameworks and value-based practices.


Apply a gender lens in the workplace

Skills and knowledge to apply a gender lens using an intersectional approach in the workplace and to identify networking and professional learning opportunities to support gender equity work.


Communicate gender equity to stakeholders

Skills and knowledge to communicate gender equity key messages using an intersectional approach.


Establish support for gender equity work

Skills and knowledge to engage and garner support from different stakeholders to do gender equity work using an intersectional approach.


Explore gender equity policy and practice in the workplace

Skills and knowledge to explore and consider the relationship between the external gender equity policy environment and the internal workplace policy and practice and how other policies relating to equity and inclusion may intersect with gender equity policies.


Undertake a gender assessment within a work context

Skills and knowledge to undertake an assessment of a policy, program, service, project or work context from a gender perspective.


Develop gender equity strategies

Skills and knowledge to develop strategies that contribute to gender equity in a work context.


Implement and monitor gender equity strategies

Skills and knowledge to implement gender equity strategies and monitor progress against plan to achieve successful gender equity outcomes in a work context.

Who has approval (governance)

The VET resource writer will report to the Project Lead:

Debra Parker, Workforce Development Manager, Women's Health Victoria

The Gender Equity Training Project has three levels of support:

  1. Governance: The consortia members with ultimate responsibility for the governance of the acquittal of the project funds and achievement of the project objectives.
  2. Operational Management: Key consortia members – WHV, ACEVic, RMIT: responsible for ensuring the project plan is implemented as required to ensure project deliverables are met within the agreed project timeline, including reporting and evaluation tasks.
  3. Advisory: Industry and education representation to inform and guide the development of the units of competency and the resources to support delivery of the Course in Gender Equity.

How the project will be completed (approach)

Stage 1:  Develop writing framework in conjunction with project team

Stage 2:  Write resources for Course in Gender Equity. Research materials to support content writing and subject matter expertise will to be provided by the project team and consortia members. Feedback will be obtained from appropriate stakeholders throughout the development stage.

Stage 3:  Market test, review and finalise for final proof/edit.

What will be produced (deliverables)

  • One student resource per unit of competence developed for commercial use that uses strong pedagogical approaches for documenting theoretical concepts and real work construction of theories. Using an approach that enables the student to move through the resources, reflect on learning, participate in formative assessment while acquiring the skills and knowledge required to complete summative assessment for the unit. Including defined key components.
  • Teacher resources for each unit to enable blended learning delivery informed by project research
  • Summative assessment tools as per defined Assessment Strategy
  • Recognition of prior learning (RPL) assessment kit
  • Course delivery curriculum document

When it will be delivered (timeline)

Work to be conducted June-Oct 2019. For desktop publishing Nov-Dec 2019.

  • June:  meetings to finalise format and scope work, collation of research to inform writing
  • July – Oct:  writing of resources and reviewing/finalisation for final proof/edit.

What support to the process is included

  • Access to a Subject Matter Expert (SME) from project team and broader WHV staff.
  • Industry consultation and review of resources will be supported by the Project Advisory Group, WHV and RMIT.
  • RMIT will be developing the blended learning approach e.g. virtual workplace. WHV will manage the development of this approach, the VET resource writer will need to be involved in meetings at different points.
  • RMIT will also be developing the Microcredentials. WHV will manage the development of these products, the VET resource writer will need to be involved in meetings at different points.

What is and isn’t included (assumptions)

Student resources will include the following key components:

  • Key learnings for unit
  • Overview of unit
  • Theory
  • Application to work context – work examples
  • Reflection points
  • Checkpoints
  • Further reading
  • Summary of unit content
  • Review questions, workplace contextualisation activities and case study (formative assessment)
  • Further reading
  • References

Teacher resources will include the following to support delivery:

  • PowerPoint presentation per unit
  • Classroom handouts
  • Classroom activities

Templates will be provided for documenting the key components of the content and the teacher resources.

An endnote library with subject matter references will be provided. Endnote is to be used for referencing of all materials using APA 6 referencing.

The VET resource writer will:

  • Work independently with regular access to, and engagement with, subject matter experts.
  • Nap all resources developed to the unit performance criteria and for assessment activities the critical aspects of assessment to satisfy AQTF/VRQA audit requirements.
  • Attend meetings to scope work and collect feedback through market testing and discussion with the Industry Advisory Committee.
  • Attend meetings with resource development lead and project lead to report against progress and discuss issues arising in resource development work.
  • Work to, and report against, an agreed timeline.

In scope

Out of scope

Writing of student unit resources including all key components

Creation of Endnote library

Writing of teacher resources for each unit to enable blended learning delivery informed by project research findings

Final proof reading

Writing of summative assessment tools as per defined Assessment Strategy

Editing and desktop publishing

Writing of Recognition of Prior learning (RPL) assessment kit

Creation of images or graphics

Writing of course delivery curriculum document

Community education pathway training resources

Example of a cross sectoral resource that aligns with expected product:

Kris Cole – Leadership and Management: Theory and Practice


What it will cost (budget considerations)

Indicative project budget available for this work is $5,000 per unit (average) plus $3 - 5,000 for development of teaching resources and curriculum documents.

Contract requirements

The VET resource writer will enter into a contract with WHV for the defined scope of work and will provide WHV with required business documentation including GST registration details to enable invoicing and payments, and to verify insurance and public liability as required under the contract.

Application process

Suitably qualified and experienced VET resource writers are invited to submit an expression of interest responding to the scope of work detailing their experience in the development of accredited training materials and resources and their capacity to meet the scope expectations supported by a competitive quote.

VET resource writing experience supported by gender equity subject knowledge and/or experience will be highly regarded.

Applications to be submitted by midnight 5th May 2019.

For any enquiries please contact Debra Parker, Workforce Development Manager, Women's Health Victoria

P 03 9664 9324   E debra.parker@whv.org.au

Shortlisted respondents will be required to provide work samples and 3 referees.

Fill in an Expression of Interest for Vocational Education and Training (VET)

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