Many teachers and trainers will be involved in formal teaching despite not holding a formally-recognised role. In this section of the Framework we have identified headings which capture a group of roles (for example "assessor") requiring the same broad skill-set. The competences in this section should be regarded as best practice guidelines for anyone regularly involved in each type of training / assessment.
‘Named’ trainers may perform some or all of these roles as part of their remit and may find it helpful to explore the guidance provide for relevant roles. Trainers who do not currently hold a 'named' role may also wish to apply for recognised trainer status.