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Guidance for all RTOs 2-4

Education & Children’s Education and Care Infection Control Contextualisation Guidance 5-15

Cross sectoral skill set developed in response to COVID-19

As a result of COVID-19, many workers across different industries require skills to reduce risk and prevent transmission of infection while undertaking their daily duties. In response to this immediate demand, the Australian Industry and Skills Committee, alongside the Department of Education, Skills and Employment has developed a new cross sectoral unit and skill set to support workers in applying infection prevention and control procedures to their own work activities. Further, while the fundamental principles of infection prevention and control may be consistent, the exact work tasks, skills and equipment may differ across sectors and may therefore require contextualisation in individual industries.

Purpose of this document

Although the skill set has been designed for cross sectoral use, the skill set must be delivered in way that is relevant to a worker’s job role and to the tasks expected of that job role. This document seeks to provide additional information to Registered Training Organisations (RTOs), industry and learners on how the requirements of this cross-sectoral training can be adhered to in specific industry settings.

Delivery of the skill set (BSBSS00095 Cross-Sector Infection Control Skill Set) and its component unit of competency (BSBWHS332X Apply infection prevention and control procedures to own work activities) must be done in compliance with the Standards for RTOs 2015. This document does not act as a mandatory requirement for RTOs to adhere to, rather it is a non endorsable training package component which offers guidance, as provided by industry consultation and relevant resources, detailing how delivery in each industry setting may occur.

Document contents

Cross-Sector Infection Control TrainingEducation and Care industry: Companion Volume Implementation Guide

Guidance for all RTOs on cross sectoral infection control training

Companion Volume Implementation Guide: RTO Guidance

Who can deliver the training?

The unit which comprises the skill set will be added to the elective banks of two qualifications in the BSB Training Package:● BSB30719 Certificate III in Work Health and Safety● BSB30115 Certificate III in Business

RTOs regulated by the Australian Skills Quality Authority (ASQA) who have either qualification on scope will automatically have the new infection control unit and skill set added to their scope of registration. RTOs regulated by the Western Australian Training Accreditation Council and the Victorian Regulations and Qualifications Authority will need to follow normal processes for adding new units/skill sets to their scope. RTOs that have the skill set on scope will be able to start delivering the training as soon as they have appropriate arrangements in place.

RTOs who wish to add the unit and/or skill set to their scope of registration should do so via ASQA’s online portal. More information about the process can be found here.

How does this skill set interact with the three industry specific skill sets produced in May 2020?

In May 2020, three skill sets were produced to equip workers with skills and knowledge required to comply with infection control procedures for three priority areas in Retail, Transport & Logistics and Food Handling). These skill sets were designed to address the needs of priority industries which were at the frontline of the first wave of reopening Australia.

This cross sectoral skill set (approved in July 2020) is designed for workers in all industries as they reopen with lockdown measures continuing to ease. The cross sectoral skill set has been designed in a cross industry manner which refers to infection control, in one’s own work tasks, and must therefore be delivered to suit the needs of individual learners.

This new cross sectoral unit includes some similar subject matter and skills development as what is contained in the three skill sets developed in May. It will be a matter for employers in the retail, food handling or transport and logistics sectors as to whether they would prefer workers to be trained using the industry-specific skill set, or this new cross-sectoral one. Where learners have completed one of the existing, industry specific skill sets they are able to seek recognition of prior learning through an RTO.

Why is this Cross Sectoral Infection Control skill set needed?

The way people go about their daily lives has changed for the foreseeable future. Jobs in particular will be performed differently and workers will require new skills and knowledge to enable them to continue in their chosen vocation. A critical skill in the long-term recovery of all Australian jobs will be applying infection control practices in all jobs in order to reduce the spread of COVID-19 as people return to their workplaces. This cross sectoral skill set equips workers from all sectors with the skills and knowledge to return to work in a way that minimises the risk of community and workplace transmission.

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Companion Volume Implementation Guide: RTO Guidance

Are the courses to be conducted face to face, or online?

Online delivery of training is permitted provided that the learner has sufficient and suitable opportunities to perform the required work tasks, and that the demonstration of competence in a virtual context complies with the mandated assessment requirements. There are a number of online resources with further information and guidance about online delivery such as ASQA’s Distance Learning page and FAQs page. RTOs are encouraged to visit their regulator’s website for further information.

Guidance for all RTOs on cross sectoral infection control training

COVID-19 is not widely understood yet. What resources are available to assist the delivery of training as it relates to COVID-19?

SafeWork Australia’s website contains multiple resources relating to COVID-19 and how workers and workplaces can adapt to the threat of the disease. This contains general cross sector information, alongside specific information about how industries can adapt. Many of these resources are included within the industry contextualisation document on later pages within this document. There are also a number of resources designed to be used in the workplace which would also assist the delivery of training, located within the SafeWork Australia resource kit.

What support is available to RTOs to help them deliver the training?

Contextualisation guidance has been developed to support RTOs to deliver the new unit of competency and skill set. This responds to industry feedback that the cross sectoral skill set must be delivered in a way that is specific to that industry. For example, a cafe worker will need to demonstrate their competency in infection control in a very different environment to a mining worker. The guidance material seeks to provide additional information to learners and RTOs regarding how the requirements of the training can be adhered to in specific industry settings.

Delivery of the skill set and its component unit must of course be done in compliance with the Standards for RTOs 2015. This document does not act as a mandatory requirement for RTOs to adhere to, rather it offers guidance, as provided by industry consultation, on how delivery in each industry setting may occur.

These will be available on the AISC website from late July 2020.

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Companion Volume Implementation Guide: RTO Guidance

Can completion of existing infection control units of competency (HLTINFCOV001 or HLTINF001) be used as evidence of competence in the requirements of the cross sectoral unit of competency (BSBWHS332X)?

As indicated in the AISC’s Statement on the implementation regarding the release of HLTINFCOV001, credit transfer should only be granted following consideration of both content and learning outcomes. The same principle applies for transferring credit between this cross sectoral unit of competency and other vocational education and training which delivers the skills and knowledge that relate to infection control in other settings (HLTINFCOV001 or HLTINF001). If learners possess the skills and knowledge of the cross sectoral unit, they may be able to seek recognition of prior learning through a registered training provider.

Will the training be transferable across industries?

As the cross sectoral skill set comprises the same unit of competency regardless of which industry context it is delivered in, achievement of the unit will be transferable into any qualification which allows the unit to be used as credit towards the attainment of that qualification.

However, individual industries and employers may have views about whether achievement of a skill set in one industry may be recognised in another. It is possible for example, that an employer may require a person who has achieved the unit through a different industry skill set to undertake refresher training in the unit in the context of their industry’s skill set. Employers may also require new employees to complete employer-specific training and induction programs.

Who pays to attend a course?

The skill set may be offered by RTOs on a fee for service basis. The skill set may also qualify for funding through the Infection Control Training Fund.

Where can I find out more about how to access a subsidised training place?

Information about how to access the subsidised training places will be made available by state and territory skills departments. The Department of Education, Skills and Employment is working with states to support communication efforts for the Fund.

Guidance for all RTOs on cross sectoral infection control training

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Companion Volume Implementation Guide: Contextualisation guidance

The Education and Care industries have been segmented into three sub-sectors for the purposes of this document: Children’s Education and Care, Schools, Tertiary Education. Workers are required to oversee, care for and educate large numbers of children and students. Therefore, it is important that workers are appropriately trained and equipped to apply infection prevention and control procedures to their specific work tasks.

Education and Care sub-sectorsChildren’s Education and Care

What are the type and range of workplaces applicable?

Workplaces may include but are not limited to education and care centres, and clients’ homes where the following services are offered: preschool education, before and/or after school care services, early childhood education and care services, infant and childminding services, children’s nursery operations and family day care services.

Where will workers use infection control in these workplaces?

Situations may include but are not limited to instances where workers interact with other adults, including staff facilities such as kitchens, pick-up and drop-off areas, break rooms and playrooms. While some infectious diseases, such as COVID-19, predominantly impacts adults, workers should still exercise caution when interacting with young children. Risk can be reduced with careful attention to hand hygiene, respiratory etiquette and cleaning, particularly in children who may have symptoms. (Source: Children’s Health Queensland Hospital and Health Service - COVID-19 and Kids).

What relevant interactions do workers have with clients and co-workers?

Relevant interactions may include but are not limited to those where educators will have close physical interaction with children due to the national mandatory minimum educator-to-child ratios (i.e. Long Day Care services must have 1:4 for children aged 0-24 months; 1:5 for children aged 24-36 months; and 1:11 for children aged 36 months to preschool age). Workers in this industry will interact with other co-workers when educating and caring for children, during meals or break times and when using shared facilities (e.g. kitchens or washrooms).

Schools

What are the type and range of workplaces applicable?

Workplaces may include but are not limited to primary schools, high schools including any remote learning environments.

Where will workers use infection control in these workplaces?

Situations may include but are not limited to where workers interact with students and co-workers in classrooms, lunch or break rooms, assembly halls, kitchens, gym and fitness centres, seating areas, washrooms, narrow hallways and pick-up and drop-off areas.

What relevant interactions do workers have with clients and co-workers?

Relevant interactions may include but not limited to where workers conduct teaching in classrooms, move around during meal or break times, interact in the use of washrooms, move between classrooms/locations on school grounds and conduct school excursions, assemblies, sporting activities and other large activities.

Overview Sub-sector 2 Sub-sector 3Sub-sector 1

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Education and Care sub-sectorsTertiary Education

What are the type and range of workplaces applicable? Workplaces may include but are not limited to campuses, training areas and shared facilities.

Where will workers use infection control in these workplaces?

Situations may include but are not limited to where workers interact with students and co-workers in lecture halls, classrooms, laboratories, lunch or break rooms, kitchens, gyms and fitness centres, seating areas, washrooms, narrow hallways, staff offices or reception areas.

What relevant interactions do workers have with clients and co-workers?

Relevant interactions with workers and students may include but are not limited to those conducted in classrooms (for theoretical or practical lessons and assessments) during meal or break times, in using washrooms and in moving between locations on campus grounds.

Companion Volume Implementation Guide: Contextualisation guidance

The Education and Care industries have been segmented into three sub-sectors for the purposes of this document: Children’s Education and Care, Schools, Tertiary Education. Workers are required oversee, care for and educate large numbers of children and students. Therefore, it is important that workers are appropriately trained and equipped to apply infection prevention and control procedures to their specific work tasks.

Overview Sub-sector 2 Sub-sector 3Sub-sector 1

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Sub-sector 1 - Children’s Education and Care

Contextualisation required?

Additional information for industry specific setting

Element 1: Prepare to undertake work activities in a manner that supports infection prevention and control

Yes See below.

1.1 Identify job requirements No

1.2 Identify organisational infection prevention and control procedures relating to identified job requirements

No

1.3 Identify infection hazards associated with work activities and environment and assess the risk according to organisational procedures

Yes

Work activities which may give rise to infection hazards may include but are not limited to:

● nappy changing and waste disposal● using washrooms● performing functions in kitchen and dining areas● attending to children who are unwell (particularly if the

centre provides services to children who are immunocompromised or have pre-existing conditions)

● facilitating children’s play and learning in indoor and outdoor environments

● discussing matters with parents about their children.

1.4 Identify and implement infection prevention and control measures relating to identified hazards within scope of own role and responsibilities and according to organisational procedures

Yes

Infection prevention and control measures relevant to workers in the Children’s Education and Care industry may include but are not limited to:

● staggering the use of outdoor play and learning spaces shared with more than one group of children

● redesigning learning spaces or considering different options to allow people to naturally spread out

● reducing the number of parents accessing learning spaces and facilities by changing the pick-up process (e.g. parents could use the intercom so the educator can bring their child out of the facility for pick-up)

● limiting tours of the centre, by reducing the frequency of tours and limiting access to certain parts of the facility such as hallways

● rearranging the foyer or waiting areas to achieve social/physical distancing guidelines

● minimising face-to-face communications between workers and parents by communicating via phone calls, text messages, emails, communication apps or other electronic means

● ensuring that face-to-face meetings are conducted at an appropriate distance).

Element 2. Undertake work activities in a manner that supports infection prevention and control

Yes See below.

The following table provides guidance for RTOs on how the requirements of BSBWHS332X Apply infection prevention and control procedures to own work activities can be contextualised for Children’s Education and Care settings.

Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

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Sub-sector 1 - Children’s Education and Care

Contextualisation required?

Additional information for industry specific setting

2.1 Use resources and equipment according to organisational infection prevention and control procedures and manufacturer specifications

No

2.2 Clean and maintain own work area according to organisational infection prevention and control procedures

Yes

Work functions may include but are not limited to washing and laundering play items and toys including washable plush toys, in accordance with manufacturer instructions. If possible, workers should launder items using the warmest possible water setting for the items and ensure items are dried completely before reuse.

Work functions may also include cleaning and disinfecting high-touch surfaces at least daily (e.g. those in play gyms, tables, hard-backed chairs, cots, doorknobs, light switches, remotes, handles, desks, toilets, sinks, and other equipment typically used in the sector).

2.3 Respond to infection prevention and control hazards and non-compliance arising in the course of activities, within scope of own role or escalate to required personnel

No

2.4 Respond to exposure to infection of self or others according to organisational procedures and within required timeframes

Yes

Educators could identify a suitable area, separate from other children, for children showing symptoms of particular infections (e.g. COVID-19) to await pick up by their parent/carer.

Workers are required to know when to send children or staff home in the context of the children’s education and care industry (Further guidance is provided from the National Health and Medical Research Council’s Staying Healthy in Childcare publication.

Element 3. Finalise work activities according to organisational infection prevention and control requirements

No

3.1 Maintain and store resources and equipment used in the course of own activities according to organisational infection prevention and control procedures and manufacturer specifications

No

3.2 Dispose of waste and confine contaminated resources or equipment according to organisational infection prevention and control procedures

No

3.3 Complete incident reports and convey to required personnel according to organisational procedures

Yes

Children’s Education and Care services under the Education and Care Services National Law Act 2010 (National Law Section 174(2)(c)) are required to notify the Regulatory Authority of any incident that requires the approved provider to close or reduce the number of children attending the premises for a period.

Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

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Sub-sector 1 - Children’s Education and Care

Contextualisation required?

Additional information for industry specific setting

Performance evidence Yes

Demonstration of social/physical distancing measures to make it easier for workers (and other adults) to maintain physical distance from each other may include:

● separating children into small groups throughout the facility and utilising both indoor and outdoor spaces during the day;

● reducing the mixing of children from separated groups (e.g. by staggering meal and play times).

Workers in the children’s education and care industry could identify areas in the facility where infection has a higher risk of spreading (i.e. wet areas, food preparation areas) and place educational posters.

COVID-19 specific:For more information about infection control measures in relation to the COVID-19 pandemic, please refer to the Safe Work Australia’s COVID-19 information for Early Childhood Education.

Knowledge evidence Yes

Adhering to social/physical distancing measures may not take priority in certain circumstances, whereby workers are required to be in close proximity with a young child or infant in order to provide adequate care. (Source: Australian Health Protection Principal Committee)

The use of resources, equipment, and personal protective equipment (PPE) required in the role as an educator looking after young children may include critically assessing whether certain cleaning chemicals should be used, if some children are hypersensitive/allergic to those substances.

Similarly, workers may need to identify hazards and risks arising where there are children with compromised immunities or complex health care needs - and closely work with families to keep protocols for medical management, risk-minimisation and communication, up to date.

Workers are required to know when to send children or staff home in the context of the children’s education and care industry (Further guidance is provided from the National Health and Medical Research Council here: preventing infectious diseases in early childhood education and care services).

Key actions may include but are not limited to contact tracing; communication with parents advising them whether their child has been in close contact with a confirmed case of an infectious disease; and thorough specialist cleaning of the children’s education and care centre.

Assessment conditions Yes

The use of equipment and resources, and the disposal of waste required for children’s education and care services may differ from other industries due to the close proximity of young children in the facility. Processes for cleaning or disinfection of reusable or disposable PPE can be found on the Safe Work Australia website (please note the information provided through this link is included with specific reference to COVID-19).

Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

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Sub-sector 2 - Schools

Contextualisation required?

Additional information for industry specific setting

Element 1: Prepare to undertake work activities in a manner that supports infection prevention and control

Yes See below.

1.1 Identify job requirements No

1.2 Identify organisational infection prevention and control procedures relating to identified job requirements

Yes

Organisational infection prevention and control procedures relevant to the job requirements of those working in schools, may include:

● contact tracing procedures● communication with parents (e.g. regarding potential or

confirmed infectious disease cases)● organisation of thorough specialist cleaning of school

areas and facilities.

1.3 Identify infection hazards associated with work activities and environment and assess the risk according to organisational procedures

YesWorkers in the education sector could provide age-appropriate and repeated instruction about personal hygiene and interpersonal physical contact for students.

1.4 Identify and implement infection prevention and control measures relating to identified hazards within scope of own role and responsibilities and according to organisational procedures

Yes

Workers in the education sector could implement measures such as:● staggering recess and lunch breaks for different students● developing strategies for students moving between

classrooms to minimise close contact, such as rotating teachers between classrooms instead of students moving between classrooms

● providing a mix of home and campus-based education● maintaining smaller classes● ceasing access to playgrounds and high touch play

equipment.

Element 2. Undertake work activities in a manner that supports infection prevention and control

Yes See below.

2.1 Use resources and equipment according to organisational infection prevention and control procedures and manufacturer specifications

Yes

Schools may be required to use certain equipment or mechanisms (e.g. mechanical fogging machines) to sanitise student social spaces, lockers, and other larger areas that are difficult to reach. The relevant State and Territory health authorities may have guidance on types of equipment or mechanisms to use.

2.2 Clean and maintain own work area according to organisational infection prevention and control procedures

Yes

Schools could place sanitisers in high-traffic locations such as at entrances to classrooms and gyms and next to elevators or main hallways. There could be increased cleaning of contact surfaces such as stair rails, desks, computer keyboards and mouses, door handles, benches and school buses.

Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

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Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

Sub-sector 2 - Schools

Contextualisation required?

Additional information for industry specific setting

2.3 Respond to infection prevention and control hazards and non-compliance arising in the course of activities, within scope of own role or escalate to required personnel

No

2.4 Respond to exposure to infection of self or others according to organisational procedures and within required timeframes

Yes

Educators could identify a suitable area, additional and separate to the regular sick bay, for children who may be showing symptoms of particular infectious diseases (such as COVID-19) to await pick up by their parent/carer.

Element 3. Finalise work activities according to organisational infection prevention and control requirements

No

3.1 Maintain and store resources and equipment used in the course of own activities according to organisational infection prevention and control procedures and manufacturer specifications

No

3.2 Dispose of waste and confine contaminated resources or equipment according to organisational infection prevention and control procedures

No

3.3 Complete incident reports and convey to required personnel according to organisational procedures

Yes

Education services under the Education and Care Services national Law Act 2010 (National Law Section 174(2)(c)) are required to notify the Regulatory Authority of any incident that requires the approved provider to close or reduce the number of children attending the premises for a period.

2.3 Respond to infection prevention and control hazards and non-compliance arising in the course of activities, within scope of own role or escalate to required personnel

No

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Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

Sub-sector 2 - Schools

Contextualisation required?

Additional information for industry specific setting

Performance evidence Yes

Workers may be required to identify shared spaces and other spaces in need of additional infection control measures due to high volumes of students and/or teachers in those spaces.

Responding to infection hazards may require school closures if a confirmed case of a particular infectious disease is identified.

Knowledge evidence Yes

Some States and Territories may have specific cleaning guides to follow in relation to infection control.

Infection prevention and control protocols relating to signage for those who work in schools may include:

● placing age-appropriate signage regarding hand hygiene and respiratory etiquette in relevant areas including washrooms

● encouraging increased space between students by placing markings on the floor.

COVID-19 specific: For further information regarding signage and posters relevant to COVID-19 infection prevention and control measures, please visit SafeWork Australia.

Assessment conditions Yes

The use of equipment and resources, and the disposal of waste required for schools may differ from other industries due to the close proximity and number of children on school grounds.

Processes for cleaning or disinfection of reusable or disposable PPE can be found on the Safe Work Australia website (please note the information provided through this link is included with specific reference to COVID-19).

Sub-sector 3 - Tertiary education

Contextualisation required?

Additional information for industry specific setting

Element 1: Prepare to undertake work activities in a manner that supports infection prevention and control

Yes See below.

1.1 Identify job requirements No

1.2 Identify organisational infection prevention and control procedures relating to identified job requirements

No

1.3 Identify infection hazards associated with work activities and environment and assess the risk according to organisational procedures

No

1.4 Identify and implement infection prevention and control measures relating to identified hazards within scope of own role and responsibilities and according to organisational procedures

Yes

Where study programs require face-to-face interaction or practical application of skills in learning environments such as labs, kitchens or workshops, tertiary education providers could consider implementing measures which include but are not limited to:

● reducing the size of the classes by splitting up practical and theoretical activities

● encouraging regular hand hygiene procedures (e.g. thorough washing with soap or use of an appropriate hand sanitiser) of participants

● regularly wiping frequently used surfaces● reducing congestion in common areas by staggering class

break times.For library services, access to physical collections may be available via ‘click and collect’ services.If learning requirements include work placements or similar activities, infection control requirements may extend to include the procedures of that organisation.

Element 2. Undertake work activities in a manner that supports infection prevention and control

No

2.1 Use resources and equipment according to organisational infection prevention and control procedures and manufacturer specifications

No

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Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

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Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

Sub-sector 3 - Tertiary education

Contextualisation required?

Additional information for industry specific setting

2.2 Clean and maintain own work area according to organisational infection prevention and control procedures

No

2.3 Respond to infection prevention and control hazards and non-compliance arising in the course of activities, within scope of own role or escalate to required personnel

No

2.4 Respond to exposure to infection of self or others according to organisational procedures and within required timeframes

No

Element 3. Finalise work activities according to organisational infection prevention and control requirements

No

3.1 Maintain and store resources and equipment used in the course of own activities according to organisational infection prevention and control procedures and manufacturer specifications

No

3.2 Dispose of waste and confine contaminated resources or equipment according to organisational infection prevention and control procedures

No

3.3 Complete incident reports and convey to required personnel according to organisational procedures

No

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Overview Sub-sector 2 Sub-sector 3Sub-sector 1

Companion Volume Implementation Guide: Contextualisation guidance

Sub-sector 3 - Tertiary education

Contextualisation required?

Additional information for industry specific setting

Performance evidence Yes

Demonstrating organisational infection prevention and control procedures may include:

● providing training remotely using technology suited to the course, learner cohort and the training provider. This could involve providing training via Learning Management Systems (LMS), ‘loaded’ iPads, gamification, augmented reality, cloud technology, video calls, wearable technologies, simulation tools, social media, online conferencing, or other digital mechanisms and forums.

● considering the appropriate training provider to student ratios based on the training being delivered, the learner cohort and how the training is being provided

● providing sufficient instructions to guide learners in relation to undertaking assessments remotely.

Further information on distance learning is provided by the Australian Skills Quality Authority (ASQA).

Knowledge evidence Yes

Workers within the Vocational Education and Training (VET) sector may be required to notify ASQA or the relevant regulator of temporary changes to training and assessment operations due to infection risks including:

● temporarily closing one or more of the teaching premises● temporarily ceasing onsite delivery at one or more

locations● temporarily changing delivery modes to remote learning.

Demonstrating knowledge in infection prevention and control may include:

● redesigning the layout of the teaching and common areas● placing appropriate signage to encourage physical/social

distancing and good hand hygiene (with due consideration as to how to communicate with students whose first language is not English).

Refer to the Safe Work Australia page for more information regarding physical distancing in the Tertiary Education industry (please note the information provided through this link is included with specific reference to COVID-19).

Assessment conditions Yes

Processes for cleaning or disinfection of reusable or disposable PPE can be found on the Safe Work Australia website (please note the information provided through this link is included with specific reference to COVID-19).