1. careers

Policy and Procedure Manual
Australian Vocational Learning Centre Pty Ltd
Level 2, 16 – 18 Wentworth Street, Parramatta, NSW, 2150
Phone No: (02) 9687 0620 Fax No: (02) 9687 0159
(RTO 91683) (CRICOS Provider 03195D) ABN: 24 136 522 506
Email: [email protected] Web: www.avlc.org.au
Table of Contents
Glossary ................................................................................................................................................... 7
Assessment procedure.......................................................................................................................... 11
Assessment instrument. ....................................................................................................................... 11
Quality Policy ........................................................................................................................................ 17
Continuous Improvement Policy .......................................................................................................... 18
Internal Audit Policy .............................................................................................................................. 20
Risk Management Policy ....................................................................................................................... 21
Work Health and Safety Policy.............................................................................................................. 22
Access and Equity Policy ....................................................................................................................... 23
Legislation includes ....................................................................................................................... 24
Governance ........................................................................................................................................... 25
Fit and Proper Person .................................................................................................................... 25
What is 'fit and proper'? ............................................................................................................... 25
Who must meet the requirement? ................................................................................................ 25
Management of RTO ..................................................................................................................... 26
Management Team....................................................................................................................... 26
Academic responsibilities .............................................................................................................. 26
Quality responsibilities .................................................................................................................. 26
Compliance responsibilities ........................................................................................................... 26
Business responsibilities ................................................................................................................ 26
Data Provision Requirements ............................................................................................................... 27
Quality Indicators .................................................................................................................................. 29
Financial Viability .................................................................................................................................. 30
Financial Management Policy ............................................................................................................... 31
Fees Schedule ................................................................................................................................... 33
Fees Refund Policy ............................................................................................................................ 35
Local Students ............................................................................................................................... 35
Policies and Procedures Manual
Page 2 of 115
Version 8.0: Jan 2014
International Students .................................................................................................................. 35
Withdrawal from commenced course ........................................................................................... 36
Procedure for Re-Crediting a FEE-HELP Balance – VET FEE HELP enabled programs ...................... 37
Intent................................................................................................................................................. 37
Principles ........................................................................................................................................... 37
Scope ................................................................................................................................................. 37
Exclusions .......................................................................................................................................... 37
Procedure steps and actions: ........................................................................................................ 37
Education Agents .................................................................................................................................. 45
Privacy Policy ........................................................................................................................................ 47
Records Maintenance ........................................................................................................................... 48
Student Records ................................................................................................................................ 49
Staff Records ..................................................................................................................................... 49
Storage of files and records .............................................................................................................. 49
International Student Records .......................................................................................................... 50
Reports student via PRISMS: ......................................................................................................... 50
Staffs are responsible for: ............................................................................................................. 50
The Student Liaison Officers are responsible for: .......................................................................... 51
The CEO is responsible for: ............................................................................................................ 51
Archiving files .................................................................................................................................... 51
Records Retained for Audit ............................................................................................................... 51
Version Control ..................................................................................................................................... 51
Assessment Validation Policy................................................................................................................ 52
Client Feedback Policy .......................................................................................................................... 54
Training and Assessment Strategy Policy.............................................................................................. 54
National Recognition............................................................................................................................. 55
Identifying Learning Needs ................................................................................................................... 56
Language, Literacy and Numeracy Policy.............................................................................................. 60
Policies and Procedures Manual
Page 3 of 115
Version 8.0: Jan 2014
Assessing English Language Proficiency Procedure .............................................................................. 61
Marketing & Advertising ....................................................................................................................... 61
Marketing Approval Procedure......................................................................................................... 62
Compliance with Legislation ................................................................................................................. 63
Transition to New or Reviewed Training Packages Policy & Procedure ............................................... 64
Critical Incident Policy ........................................................................................................................... 65
Staff Recruitment Policy ....................................................................................................................... 69
Implementation Procedure ........................................................................................................... 70
Validation of Qualifications........................................................................................................... 71
Validation of Workplace Experience ............................................................................................. 71
Staff Induction Policy ............................................................................................................................ 71
Staff Development ................................................................................................................................ 72
Student Attendance .............................................................................................................................. 73
Course Progress Monitoring ................................................................................................................. 73
Assessment Appeal and Re-assessments ...................................................................................... 75
Re-assessment criteria ...................................................................................................................... 76
Appeal process .................................................................................................................................. 76
STAGE 1 In-class resubmission of some or all of the assessments for the unit ................................ 76
STAGE 2 Formal re-assessment with an alternative assessor........................................................... 76
STAGE 3 Re-sit of unit ....................................................................................................................... 77
STAGE 4 Review of student progress ................................................................................................ 77
Important notes about the appeals process..................................................................................... 77
Complaints and Appeals Policy ............................................................................................................. 77
Student Enrolment and Orientation ..................................................................................................... 81
Deferral, Cancellation and Exclusion .................................................................................................... 83
Academic misconduct ....................................................................................................................... 83
Student’s responsibilities: ................................................................................................................. 84
Examinations ................................................................................................................................. 84
Policies and Procedures Manual
Page 4 of 115
Version 8.0: Jan 2014
Other assessment tasks................................................................................................................. 84
AVLC’s responsibilities: ..................................................................................................................... 84
Procedural fairness........................................................................................................................ 84
Penalties ........................................................................................................................................ 84
Notification and appeal..................................................................................................................... 84
General misconduct .......................................................................................................................... 85
Penalties for general misconduct ..................................................................................................... 85
Notification and appeal..................................................................................................................... 86
Student Transfer Policy ......................................................................................................................... 86
Procedure.......................................................................................................................................... 86
Letter of Release ............................................................................................................................... 86
Enrolling a transferring student ........................................................................................................ 87
Student Support Services ...................................................................................................................... 89
Compassionate and Compelling Circumstances ................................................................................... 90
Course Completion ............................................................................................................................... 91
Assessment Policy ................................................................................................................................. 92
Assessment Code of Practice ................................................................................................................ 94
Recognition of Prior Learning Policy ..................................................................................................... 96
Course Credit ........................................................................................................................................ 98
Issuing Of Qualifications Policy ........................................................................................................... 100
Change of Ownership or Management............................................................................................... 101
Employability Skills.............................................................................................................................. 102
Employability Skills replacing Key Competency information from 2006 ........................................ 102
Background to Employability Skills ................................................................................................. 102
Employability Skills Framework ...................................................................................................... 102
Employability Skills Summary ......................................................................................................... 104
Assessment Guidelines ................................................................................................................... 105
Delivery and assessment of Employability Skills ......................................................................... 105
Policies and Procedures Manual
Page 5 of 115
Version 8.0: Jan 2014
Competency Standards ................................................................................................................... 106
Employability Skills statement .................................................................................................... 106
Employability Skills in units of competency................................................................................. 106
How Employability Skills relate to the Key Competencies........................................................... 106
Explicitly embedding Employability Skills in units of competency .............................................. 107
Information on Vocational Education & Training ............................................................................... 108
What is VET? ................................................................................................................................... 108
What is the VET sector? .................................................................................................................. 108
VET Quality Framework .................................................................................................................. 108
Standards for NVR RTOs.................................................................................................................. 108
Fit and Proper Person Requirements .............................................................................................. 109
Financial Viability Risk Assessment Requirements ......................................................................... 109
Data Provision Requirements ......................................................................................................... 109
Australian Qualifications Framework.............................................................................................. 109
Registered Training Organisation ................................................................................................... 110
Scope of Registration ...................................................................................................................... 110
VQF Compliance Audits................................................................................................................... 110
Training Packages............................................................................................................................ 111
Competency Based Training and Assessment ................................................................................ 112
Delivery ........................................................................................................................................... 112
Assessment ..................................................................................................................................... 112
ESOS Framework ................................................................................................................................. 112
Policies and Procedures Manual
Page 6 of 115
Version 8.0: Jan 2014
Code of Practice
Administration
Australian Vocational Learning Centre (AVLC) will ensure, through a continuous review process that
quality policies and management practices are implemented, resulting in the maintenance of high
professional standards in the delivery of VET services, which safeguard the interest and welfare of
students.
AVLC will maintain a learning environment that is conducive to the success of students by providing
modern and up to date training resources, providing high quality facilities and methods that are
appropriate to the training needs of the students.
AVLC ensures all training and assessment programs are registered with the appropriate state and
national registers.
AVLC academic staff will collaborate with student services staff to ensure that all students enrolled
will be monitored and assessed in their performance, attendance and progress.
AVLC will employ appropriately qualified staff, providing adequate professional development to
maintain up to date qualifications and will ensure staff is sensitive to the culture of the students
being taught.
AVLC will maintain flexibility in its operations and functions ensuring appropriate responses to the
changing education needs of the student community are met.
Marketing and Liaison
AVLC will market the services it provides with integrity and accuracy, avoiding vague and ambiguous
clauses, and with due regard to the reputation of Australian International Education. In the provision
of information no false or misleading comparisons are drawn with any other training organization or
training product.
AVLC will market its’ services in consistence with the education, cultural and regulatory systems of
countries and will not detract from the reputation and interest of other Australian institutions.
AVLC will ensure that appointed agents act in the best interest of the applicant and the provider.
AVLC will be responsible for the actions of their agents in marketing their training and assessment
programs.
AVLC will not accept students from an agent if they know or reasonably suspect the agent to be:
• Engaged in dishonest practices
• Facilitating the enrolment of students who do not comply with their visa requirements
• Engaged in false or misleading recruitment practices
• Using PRISMS for other than bona fide students
Finance
AVLC will ensure appropriate documentation is kept of the contractual and financial relationship
between the students and the Institute and will safeguard funds paid by students. AVLC will abide by
section 11 of the ESOS regulation 1998, in ensuring that overseas students are financially protected
at all times through placements of funds into a trust account. AVLC will also meet all legislative
Policies and Procedures Manual
Page 7 of 115
Version 8.0: Jan 2014
requirements of State and Federal government. AVLC has a commitment to providing quality service
and a focus on continuous improvements.
AVLC has a refund policy, which is fair and equitable. AVLC will refund the entire tuition fee to the
students if they are unable to deliver agreed services.
Dissemination of information
AVLC will ensure its entire staff and student body have accurate and current information regarding
policies and procedures affecting their stay with the Institute.
The Principal will ensure that these policies and procedures are circulated, understood and
implemented consistently throughout AVLC.
AVLC will ensure that staffs are provided (or given access) with information about current legislation
and regulatory requirements that significantly affect their duties.
AVLC will ensure that all its students are provided (or given access) with information about current
legislation and regulatory requirements that significantly affect their participation in VET.
AVLC will ensure that each student is provided clear information, prior to enrolment, about:
• Selection, enrolment and induction/orientation procedures
• Program information, including content and vocational outcomes
• Fees and charges, including refund policy and exemptions (where applicable)
• Provision for language, literacy and numeracy assistance
• Client support, including any external support the RTO has arranged for clients
• Flexible learning and assessment procedures
• Welfare and guidance services
• Appeals and complaints procedures
• Disciplinary procedures
• Staff responsibilities for access and equity as provided for in the AVLC’s code of practice or similar
document, and
• Recognition of Prior Learning (RPL) arrangements.
AVLC’s Policies and Procedures document, current legislation and regulatory requirements shall be
readily accessible and visible at all times for immediate access by AVLC staff and students. Our
policies include a fair and equitable refund policy, complaints and appeal policy, an access and
equity policy and student welfare and guidance services. Where necessary, arrangements will be
made for those clients requiring literacy and / or numeracy support programs. These documents will
be available with the receptionist in electronic copy and emailed to any interested individual.
Any changes and/or updates made to the existing AVLC Policies and Procedures due to
organizational and legislative purposes shall be disseminated and be made available to all AVLC staff
and students by any one, or any combination of the methods outlined below.
• AVLC Policies and Procedures,
Policies and Procedures Manual
Page 8 of 115
Version 8.0: Jan 2014
• current legislation and regulatory requirements shall be informed to any new recruit through
induction and counselling programs,
• handbooks, circulating memos & emails,
• meetings, and notice boards.
Core Business
AVLC will continuously review all information provided to students to ensure its accuracy and
relevance.
AVLC will recruit students in an ethical manner. For International students their proficiency in English
will specifically be assessed.
AVLC will ensure through training that all appointed agents are aware of the educational standards
required for students enrolling at the Institute.
AVLC will offer program placements that clearly include the proficiency of English required. If
assistance is required the Institute will provide bridging training and assessment program where
these are deemed necessary.
AVLC will notify the relevant Commonwealth authority when International students are no longer
participating in a program for which they are enrolled.
AVLC will ensure that the recruitment and placement of International students comply with the EEO
legislation and are consistent with immigration requirements.
AVLC will meet the needs of students, being sensitive to cross-cultural issues and paying special
attention to the social and academic needs of International students.
Code of conduct and ethics
The Code of Conduct is constituted to ensure that the Institute operates effectively with a
commitment to equity and fairness. The Code of Conduct will assist the Institute to meet its goals
through you. It outlines what is expected of you as a member of the Institute community.
The Institute expects its staff members to remain informed, act within the spirit of and comply with
the Institute’s policies, directions & relevant legislations as well as meet any requirements
demanded by their discipline or profession. All members of the Institute are entitled to be treated
with respect & given an equal opportunity regardless of personal, social or cultural characteristics.
The Institute enforces the idea of fair and open discussion recognising the rights of individuals and
supporting the principles of freedom of speech. However, it is expected that you will restrict your
personal viewpoint or comments that will compromise the Institute’s reputation.
The Institute is committed to the idea of freedom to undertake intellectual inquiry without undue
interference. In the interest of privacy of individuals/organisation, the staff must ensure that those
who have legitimate need and lawful authorisation to do so only access the information.
The Institute’s facilities and equipment are provided to achieve our mission and goals. However, no
one is approved to use these for his or her private, commercial or party and political interests.
The Institute does not allow the consumption of alcohol or any other illegal drugs on its premises at
any time. You must not attend work / study if you are under the influence of alcohol or drugs.
Policies and Procedures Manual
Page 9 of 115
Version 8.0: Jan 2014
Breach of Conduct
An employee / student who breach the Code of Conduct may be subject to one or more sanctions
depending upon the seriousness of the breach.
• Counselling
• Disciplinary action
• Civil action
• Reporting of the breach to appropriate authorities
Glossary
In this manual:
Access and equity means policies and approaches aimed at ensuring that vocational education and
training are responsive to the individual needs of clients whose age, gender, cultural or ethnic
background, disability, sexuality, language skills, literacy or numeracy level, unemployment,
imprisonment or remote location may present a barrier to access, participation and the achievement
of suitable outcomes.
Accredited course means a structured sequence of vocational education and training that has been
accredited and leads to an Australian Qualifications Framework (AQF) qualification or VET statement
of attainment.
Australian Quality Framework (AQF) means the quality assured national framework of qualifications
in the school, vocational education and training and higher education sectors in Australia.
The framework for recognition and endorsement of qualifications established by the Council:
a) comprised of the Ministers responsible for education, employment, training and youth affairs for
the Commonwealth and each state; and
b) known as the Ministerial Council on Education, Employment, Training and Youth Affairs;
to give effect to agreed standards in relation to the provision of education in Australia.
ASQA - Australian Skills Quality Authority
The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational
education and training sector.
ASQA regulates courses and training providers to ensure nationally approved quality standards are
met
Assessment means the process of collecting evidence and making judgements on whether
competency has been achieved, to confirm that an individual can perform to the standard expected
in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards
of a Training Package or by the learning outcomes of a VET accredited course
Policies and Procedures Manual
Page 10 of 115
Version 8.0: Jan 2014
Assessment requirements are the endorsed component of a Training Package. Assessment
requirements set out the industry’s approach to valid, reliable, flexible and fair assessment
Assessment tool is both the assessment instrument and the assessment procedure for gathering and
interpreting evidence.
Assessment procedure is the information and instructions provided to a student or assessor about
the conditions under which an assessment should be conducted and recorded.
Assessment instrument is the specific questions or activities developed from the selected
assessment methods used for the assessment. It may include a profile of acceptable performance
and decision-making rules for the assessor.
Audit means a systematic, independent and documented process for obtaining evidence to
determine whether the activities and related outcomes of a training organisation comply, or
continue to comply, with the VET Quality Framework. Audits may be:
•
Internal — conducted by officers of the company annually; or
External — conducted by auditors from other agencies, e.g. The state training authority or
ASQA
Auditee means the organisation that is the subject of the audit.
•
Client means a learner, enterprise or organisation that uses or purchases the services provided by an
RTO.
Client services are the services provided by an RTO to clients in order to assist and support the
successful achievement of learning outcomes.
Competency means the consistent application of knowledge and skill to the standard of
performance required in the workplace. It embodies the ability to transfer and apply skills and
knowledge to new situations and environments.
Continuous improvement means a planned and ongoing process that enables an RTO to
systematically review and improve its policies, procedures, products and services in order to
generate better outcomes for clients and to meet changing needs.
It allows an RTO to constantly review its performance against the VET Quality Framework and to
plan ongoing improvements to its performance. Continuous improvement involves collecting,
analysing and acting on relevant information collected from clients and other interested parties,
including the RTO’s staff.
Data means the information collected about aspects of an RTO’s operations and performance.
Employability Skills are the skills required to gain employment or establish an enterprise but also to
progress within an enterprise or expand employment capability so as to achieve one’s potential and
contribute successfully to enterprise strategic directions
Industry means the bodies that have a stake in the training, assessment and client services provided
by RTOs. These can include but are not limited to:
•
•
•
•
•
•
Industry skills councils;
Industry organisations;
Industry training advisory bodies
Unions;
Specific enterprise/industry clients;
Occupational licensing bodies; and
Policies and Procedures Manual
Page 11 of 115
Version 8.0: Jan 2014
•
Group training organisations.
Industry Skills Council are national bodies recognised and funded by the Australian Government to
develop and maintain Training Packages specific to the industry area(s) for which they have
coverage.
Internal audit (see Audit above).
Internal review is a quality improvement process undertaken by the organisation in each vocational
training area to review and evaluate learning and assessment strategies and the related human and
physical resources at least once per year.
Learner means an individual who is receiving, responding to and processing information in order to
acquire and develop competence. This incorporates the processes of preparing and presenting for
assessment.
Learning means the process followed by a learner. There are three types:
a) Formal learning refers to learning that takes place through a structured program of
instruction and is linked to the attainment of a formal qualification or award (for example, a
certificate, diploma or university degree);
b) Non-formal learning refers to learning that takes place through a structured program of
instructions, but does not lead to the attainment of a formal qualification or award (for
example, in-house professional development programs conducted by a business); and
c) Informal learning refers to learning that results through experience of work-related, social,
family, hobby or leisure activities (for example the acquisition of interpersonal skills developed
through several years as a sales representative).
LLN - Language, Literacy and Numeracy
Taken collectively, these are the skills to communicate in oral and written form. The term includes
reading and use of written information; the ability to write appropriately, in a range of contexts and
the integration of speaking, listening, and critical thinking with reading and writing. LLN includes
numeracy, such as the recognition and use of numbers and basic mathematical signs and symbols
within text.
Management system means the framework of structures, policies and processes used to ensure that
the organisation can achieve its objectives.
Management Team of the organisation consists of the senior administration of the organisation,
usually led by the Chief Executive Officer.
Nationally Recognised Training (NRT) logo means the logo used nationally to signify that training
and assessment products and services meet nationally agreed requirements.
Non-compliance means failure to comply with one or more of the requirements of the VET Quality
Framework.
NVR registered training organisation means a training organisation that is registered by the
National VET Regulator as a registered training organisation
Operations of an RTO include training, assessment and support services related to its scope of
registration, including those delivered across jurisdictions and offshore.
Policies and Procedures Manual
Page 12 of 115
Version 8.0: Jan 2014
Objective evidence means information relating to the products or services provided by the
registered training organisation that can be verified or tested. Information can be in the form of
documents, records, unbiased observations, or facts that can be measured or tested.
Observation means a statement of fact that can be verified by objective evidence.
Principles of assessment are required to ensure quality outcomes. Assessments should be fair,
flexible, valid and reliable as follows:
a) Fairness: Fairness requires consideration of the individual candidate’s needs and
characteristics, and any reasonable adjustments that need to be applied to take account
of them. It requires clear communication between the assessor and the candidate to
ensure that the candidate is fully informed about, understands, and is able to participate
in, the assessment process, and agrees that the process is appropriate. It also includes an
opportunity for the person being assessed to challenge the result of the assessment and
to be reassessed if necessary.
b) Flexible: To be flexible, assessment should reflect the candidate’s needs; provide for
recognition of competencies no matter how, where or when they have been acquired;
draw on a range of methods appropriate to the context, competency and the candidate;
and, support continuous competency development.
c) Validity: There are five major types of validity: face, content, criterion (i.e. predictive and
concurrent), construct and consequential. In general, validity is concerned with the
appropriateness of the inferences, use and consequences that result from the assessment.
In simple terms, it is concerned with the extent to which an assessment decision about a
candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the
evidence of performance by the candidate, is justified. It requires determining conditions
that weaken the truthfulness of the decision, exploring alternative explanations for good
or poor performance, and feeding them back into the assessment process to reduce errors
when making inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an
assessment tool designed for a particular purpose and target group may not necessarily
lead to valid interpretations of performance and assessment decisions if the tool was used
for a different purpose and/or target group
d) Reliability: There are five types of reliability: internal consistency; parallel forms; split-half;
inter-rater; and, intra-rater. In general, reliability is an estimate of how accurate or precise
the task is as a measurement instrument. Reliability is concerned with how much error is
included in the evidence.
Qualification means a formal certification, issued by a relevant approved body, in recognition that a
person has achieved learning outcomes or competencies relevant to identified individual,
professional, industry or commercial needs.
Quality Indicators are a part of the VET Quality Framework. The three quality indicators measure
employer satisfaction, learner satisfaction and competency completion rates. The quality indicators
are:
• Employer satisfaction (including satisfaction with competency development and the quality
of training and assessment). This indicator focuses on employers’ evaluations of learners’
competency development, its relevance to work and further training, and the overall quality
of training and assessment.
Policies and Procedures Manual
Page 13 of 115
Version 8.0: Jan 2014
•
Learner engagement (learner engagement and competency development). This indicator
focuses on the extent to which learners are engaging in the types of activity that are likely to
promote high-quality skills, as well as on learners’ perceptions of the quality of their
competency development and the support they receive from the RTO.
•
Competency completion rate. This will be calculated for qualifications and units of
competency or modules delivered, based on data provided by RTOs about: - the number of
enrolments in the previous calendar year, and - the number of qualifications completed
and/or units of competency or modules awarded in the previous calendar year
Reasonable adjustment means adjustments that can be made to the way in which evidence of
candidate performance can be collected. Whilst reasonable adjustments can be made in terms of
the way in which evidence of performance is gathered, the evidence criteria for making
competent/not yet competent decisions (and/or awarding grades) should not be altered in any way.
That is, the standards expected should be the same irrespective of the group and/or individual being
assessed; otherwise comparability of standards will be compromised.
Recognition applies nationally and means:
1)
The acceptance of the decisions of the registering body that has registered a training
organisation, or the course accrediting body that has accredited a course, by another
registering/course accrediting body, without there being any further requirement, including:
a)
The recognition by each registering body of the decisions of registering bodies in other
States in relation to the registration of training organisations and the imposition of
sanctions including cancellation of registration
b)
The recognition by each course accrediting body of the decisions of course accrediting
bodies in other States in relation to the accreditation of courses.
2)
The recognition by all registering/course accrediting bodies of the national endorsement of
Training Packages as notified on training.gov.au.
3)
The recognition and acceptance by a registered training organisation (RTO) of Australian
Qualifications Framework qualifications and Statements of Attainment issued by other RTOs,
enabling individuals to receive national recognition of their achievements.
Recognition of Prior Learning means the process that enables participants who are seeking a formal
qualification from either a nationally accredited course or Training Program to gain formal
recognition of competencies they have already acquired through formal or informal training and
education, work experience, or general life experience, towards those qualifications.
Record means a written, printed, or electronic document providing evidence that activities have
been performed.
Registration means formal registration by the National VET Regulator under the Act. A person
covered by the Act must be registered in order to deliver and assess nationally recognised training
and issue nationally recognised VET qualifications.
RTO means a registered training organisation, defined at section 3 of the Act.
Rules of evidence are closely related to the principles of assessment and provide guidance on the
collection of evidence to ensure that it is valid, sufficient, authentic and current as follows:
a) Validity: There are five major types of validity: face, content, criterion (i.e. predictive and
concurrent), construct and consequential.
In general, validity is concerned with the appropriateness of the inferences, use and
consequences that result from the assessment. In simple terms, it is concerned with the extent
Policies and Procedures Manual
Page 14 of 115
Version 8.0: Jan 2014
to which an assessment decision about a candidate (e.g. competent/not yet competent, a grade
and/or a mark), based on the evidence of performance by the candidate, is justified. It requires
determining conditions that weaken the truthfulness of the decision, exploring alternative
explanations for good or poor performance, and feeding them back into the assessment process
to reduce errors when making inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment
tool designed for a particular purpose and target group may not necessarily lead to valid
interpretations of performance and assessment decisions if the tool was used for a different
purpose and/or target group.
b) Sufficiency: Sufficiency relates to the quality and quantity of evidence assessed. It requires
collection of enough appropriate evidence to ensure that all aspects of competency have been
satisfied and that competency can be demonstrated repeatedly. Supplementary sources of
evidence may be necessary. The specific evidence requirements of each unit of competency
provide advice on sufficiency.
c) Authenticity: To accept evidence as authentic, an assessor must be assured that the evidence
presented for assessment is the candidate’s own work.
d) Currency: Currency relates to the age of the evidence presented by candidates to
demonstrate that they are still competent. Competency requires demonstration of current
performance, so the evidence must be from the present or very recent past.
Risk management means the systematic application of management policies, procedures and
practices to the tasks of identifying, analysing, evaluating, treating and monitoring risk.
Scope of registration in relation to an NVR registered training organisation, means the things that an
organisation is registered to do. It will allow an NVR registered training organisation to:
(a) both:
i. provide training and assessments resulting in the issue of VET qualifications or VET statements
of attainment by the organisation; and
ii. provide assessments resulting in the issue of VET qualifications or VET statements of
attainment by the organisation; or
(b) provide assessments resulting in the issue of VET qualifications or VET statements of attainment
by the organisation.
SNR - Standards for NVR Registered Training Organisations The Standards for NVR Registered
Training Organisations are the national standards that ASQA uses to regulate vocational education
and training. ASQA assesses applicants and RTOs against these standards. (www.asqa.gov.au)
The objectives of the Standards are to ensure nationally consistent, high-quality training and
assessment services for the clients of Australia's VET system. The Standards form part of the VQF
and are based on the existing AQTF standards used by training organisations for initial and
continuing registration and has adopted parts of the existing AQTF. Compliance with the Standards is
a condition for all NVR RTOs and for applicants seeking registration under the National VET
Regulator Act 2011
Stakeholders means students both current and potential, members of staff where they be full-time
or contractors, various industry enterprises associated to FSTC scope of registration, various
government agencies and bodies, professional bodies and associations, other vocational and higher
education learning institutions (such as Universities, High Schools and other registered training
organisations), and industry skills councils.
Policies and Procedures Manual
Page 15 of 115
Version 8.0: Jan 2014
Statement of Attainment means a record of recognised learning which, although falling short of an
Australian Qualifications Framework qualification, may contribute towards a qualification outcome,
either as attainment of competencies within a Training Package, partial completion of a course
leading to a qualification, or completion of a nationally accredited short course which may
accumulate towards a qualification through Recognition of Prior Learning processes.
Training and assessment strategy means a framework that guides the learning requirements and
the teaching, training and assessment arrangements of a VET qualification. It is the document that
outlines the macro-level requirements of the learning and assessment process.
Training Package means an integrated set of nationally endorsed competency standards,
assessment guidelines and Australian Qualifications Framework qualifications for a specific industry,
industry sector or enterprise.
The Act refer to the National Vocational Education and Training Regulator Act 2011
Validation is the process of the rationale of the usage of the particular method, instrument or tool
for the relevant assessment context.
VET means Vocational Education and Training.
VET accredited course means:
(a) If the National VET Regulator has delegated to a body the function of accrediting a
course—a course accredited by the body under the delegation; or
(b) In any other case—a course accredited by the National VET Regulator
VET course means:
(a) The units of competency of a training package that is endorsed by the Ministerial Council;
or
(b) The modules of a VET accredited course; or
(c) The modules of a course accredited by a VET Regulator of a non-referring State.
VET information means information that is held by the National VET Regulator and relates to the
performance of the Regulator’s functions.
VET qualification means a testamur, relating to a VET course, given to a person confirming that the
person has achieved learning outcomes and competencies that satisfy the requirements of a
qualification.
VET Quality Framework means the following:
(a) The Standards for NVR Registered Training Organisations;
(b) The Australian Qualifications Framework;
(c) The Fit and Proper Person Requirements;
(d) The Financial Viability Risk Assessment Requirements;
(e) The Data Provision Requirements.
VET Regulator means:
(a) The National VET Regulator; and
(b) A body of a non-referring State that is responsible for the kinds of matters dealt with by
this Act
Policies and Procedures Manual
Page 16 of 115
Version 8.0: Jan 2014
VET statement of attainment, in relation to units of competency or modules of a VET course, means
a statement given to a person confirming that the person has satisfied the requirements of units of
competency or modules specified in the statement.
VET student means a student enrolled in all or part of a VET course at a registered training
organisation.
VET student records:
a) In relation to a registered training organisation, means a document, or an object, in
any form (including any electronic form) that is, or has been, kept by a person because
of its connection with a current or former VET student of the organisation; and
b) In relation to a former registered training organisation, means a document, or an
object, in any form (including any electronic form) that is, or has been, kept by a
person because of its connection with a former VET student of the organisation.
Quality Policy
The purpose of this policy is to confirm that Australian Vocational Learning Centre (AVLC) has a
strong commitment to meeting the high quality standards expected by our clients in the delivery of
the training and assessment services that we supply to them.
Our quality management system takes the form of this manual and the associated operational forms
and is based on the requirements of the VET Quality Framework (VQF), the ESOS Act 2000, National
Code of Practice 2007 and all other relevant Commonwealth and State Legislation and regulatory
requirements for the operation of Registered Training Organisations.
Our primary quality objectives are:
•
•
•
•
To provide quality training and assessment services within our scope of registration
To utilize our Quality Management System as described within this manual as the primary
tool in achieving best practice outcomes across our entire operation
To ensure continuous improvement of our training and assessment systems and customer
service requirements
To fully comply with all relevant Commonwealth and State Legislative and Regulatory
requirements for the operation of Registered Training Organisation’s
In the implementation of this policy we will focus on the needs of our business to consistently meet
the ongoing needs and requirements of our customers’ and that of all of our statutory obligations.
Our quality management system will also provide us with mechanisms for the detection of system
shortfalls and for stimulating continuous improvements.
This policy and procedures manual describes the mechanism by which these improvements are
achieved by us and how we are able to remain fully compliant with the VQF and the National Code
of Practice 2007 at all times.
We define our stakeholders as but not limited to students both current and potential, members of
staff, employer groups, enterprises, various government agencies and bodies, professional bodies
and associations, other learning institutions, industry training advisory bodies and Industry Skills
Councils.
Policies and Procedures Manual
Page 17 of 115
Version 8.0: Jan 2014
We have a designated Compliance Officer, with direct access to the CEO (CEO), who has defined
responsibility and authority to ensure that AVLC cooperates with the relevant authorities including
ASQA and DEEWR:
•
•
•
•
•
In the conduct of audits and the monitoring of its operations;
By providing accurate and timely data relevant to measures of its performance;
By providing information about significant changes to its operations;
By providing information about significant changes to its ownership; and
In the retention, archiving, retrieval and transfer of records consistent with the national VET
regulator's requirements
AVLC has a designated Financial Officer, who has direct access to the CEO, who has the defined
responsibility and authority to:
•
•
•
•
•
Ensure that we fully comply with our financial management policies;
Ensure that all students fees paid in advance are protected
Ensure that AVLC refund policy is fair
Provide when required a fully audited financial report of AVLC’s operations
Provide a statement demonstrating AVLC’s financial viability and/or its annual financial
statements and/or business plan on request of ASQA
Continuous Improvement Policy
AVLC is committed to the process of constantly improving the way in which its operations occur and
its continuous compliance with the VQF and the National Code of Practice 2007. Through this
process AVLC will achieve further quality customer service and stay attuned to the current and
future demands of the vocational education sector.
AVLC will progressively and actively seeks out and eliminate potential problems and acts upon all
opportunities in a way that results in the continual improvement of its training and assessment
system and customer service standards.
AVLC’s approach to quality encompasses all its operations including training and assessment
services, student services, financial operations, facilities, staff development and occupational health
and safety.
AVLC’s quality system is based on adherence to the following guiding principles:
•
•
•
A commitment by all staff to continuous improvement of operational processes, training and
assessment products and services;
Input and involvement of all staff and students in identifying and assisting in the
implementing of quality improvements;
Systematic use of qualitative and quantitative feedback as the basis for identifying and
prioritising improvement opportunities
To achieve the process of continuous improvement AVLC acknowledges that opportunities for
continuous improvement can be identified from varied sources including:
•
Formal and ad hoc feedback from students, staff and stakeholders;
Complaints from student, staff and other stakeholders such as Education Agents;
•
By undertaking a self-assessment audits against the VQF and National Code 2007;
•
By undertaking internal Assessment Validation sessions;
•
By attending internal and external professional development workshops
•
Policies and Procedures Manual
Page 18 of 115
Version 8.0: Jan 2014
Sources of Continuous Improvement Opportunities
Feedback and evaluations:
Students and staff are encouraged to provide feedback about the quality of AVLC programs,
facilities and resources.
•
Students are encouraged to provide both verbal and written feedback throughout their
training through a variety of Evaluation Forms which target different areas that are supplied
at various stages during the course and via ad hoc feedback to their trainer or assessor.
•
At the end of each course students are asked to complete the quality indicators learner
questionnaire.
•
Trainers and assessors are encouraged to provide feedback during staff meetings as well as
through a formal feedback form that is supplied to them.
•
Administration staff are encouraged to provide feedback to the Management during regular
staff meetings and on an ad hoc basis.
The Director of Studies (DOS) will collect and analyse all feedback for consideration as part of the
ongoing quality improvement process and report to the Chief Executive Officer (CEO). Where
possibilities for improvement are identified a Corrective Action Report will be raised and supplied to
the Compliance Officer for action.
Complaints:
When AVLC receives a complaint it is dealt with under the Complaints and Appeals Policy and
Procedure. Any areas for improvement, which become apparent whilst handling a complaint, a
Corrective Action Report is raised and actioned accordingly. It is also recorded on the complaints
register.
Internal Audit:
AVLC will carry out regular internal audits against the VQF and National Code 2007 to measure
compliance and highlight opportunities for improvement. Further information on the process for
internal audits please refers to the Internal Audit Policy.
External workshops
The Management of AVLC and other appropriate staff are sent to attend various relevant
workshops run by such groups as the NSW Department of Education and Communities, ASQA,
ACPET and Industry Skills Councils.
Internal Workshops
AVLC runs internal professional development workshops several times a year with all staff. This
provides staff with an opportunity to gain information on changes to operational systems being
implemented during the upcoming training period and to review a wide range of topics. These
workshops are put together by the DOS with input from Management including the CEO and
Compliance Officer.
Assessment Validation
AVLC has a policy and procedure in place for undertaking assessment validation. Assessment
Validation sessions occur as part of the internal professional development workshops. The
Policies and Procedures Manual
Page 19 of 115
Version 8.0: Jan 2014
validation is conducted on the second day and the content is organised by the DOS. All
improvements identified are documented and actioned.
External Audit reports
AVLC uses Audit reports from external bodies such as ASQA and DEEWR as sources of continuous
improvement and make changes based upon those areas identified in these reports.
Record Keeping
A Continuous Improvement File is maintained and includes:
•
A copy of the Continuous Improvement Register
•
Copies of all Corrective Action Records raised both open and completed
•
Agendas and minutes of meetings directly related to continuous improvement
•
Master version control register
Records of all continuous improvement activity shall be maintained for a period of at least three
years in hard copy and five years in electronic format after the continuous improvement action has
been completed to allow review by management, for the purposes of internal audit and for review
by external auditors.
All instances of a potential risk are to be added to the risk assessment tool template and a mitigation
strategy is to be created to minimise or eliminate the risk as per the requirements of the risk
management policy contained within this document.
Internal Audit Policy
AVLC is fully committed to ensuring its compliance with the VQF and the National Code of Practice.
This is achieved and maintained by the conducting of an internal self-assessment audit at least on a
yearly basis.
When conducting the internal self-assessment audit, the audit team will complete the internal selfassessment audit checklist and report by collecting evidence objectively. The audit team will consist
of the Compliance Officer and an externally appointed compliance specialist and another
experienced member of AVLC staff as required.
The audit team will use the processes outlined below to ensure that policies and procedures have
been circulated, understood and implemented consistently throughout AVLC and that these policies
and procedures are fully compliant:
•
•
•
•
•
•
Examination of all documents and systems that consist of policies and procedures, student
handbook, relevant components of the business plan, trainers/assessor qualifications and
the staff handbook
Examination of the records of actual training conducted
Perusing a sample of student files
Analysing resources for delivery and assessment required by the relevant National Training
Package or course, including training materials and assessment tools
Holding interviews as required with administration staff, trainers and students
Observing processes such as assessment and learning activities
Policies and Procedures Manual
Page 20 of 115
Version 8.0: Jan 2014
•
•
•
•
Examination of existing facilities required by the relevant National Training Package or
course
Reviewing of processes with senior management
Work Instructions
Job Descriptions
At the completion of the annual internal self-assessment audit a comprehensive report will be
prepared and presented by the audit team to the CEO.
This report will make a series of recommendations on any non-compliance found and the required
rectification to bring these areas of non-compliance to become fully compliant. This report will be
signed off by the CEO after review and implementation.
All areas of rectification carried out as a result of the internal self-assessment audit will be raised as
Corrective Action Record items and will be placed into the Corrective Action Records register and
folder. All items raised will be allocated appropriately with timeframes for completion clearly
defined.
Where improvement actions eliminate a potential risk as defined under the risk management
process the risk matrix will be updated accordingly.
Risk Management Policy
AVLC identify and controls all possible and potential risks associated with its operation of a
Registered Training Organisation and the maintaining of compliance.
Identification and analysis of risks will be completed in accordance with the Risk Management
Procedure, and is included in the Risk Assessment Matrix.
This procedure expresses our commitment to manage risks in accordance with a systematic risk
management process encompassing:
•
The identification of potential risks.
•
The analysis of potential risks.
•
The assessment and prioritizing of potential risks.
•
The development of a risk management matrix to treat risks.
•
The monitoring of risks and review of risk management strategies.
•
The provision of feedback to improve risk management.
•
Integration of risk management into our business planning and monitoring processes.
We recognise the need to prioritise the treatment of risk, to concentrate on those risks that have a
greater likelihood of occurring and/or more severe consequences when they do.
All of our risk management processes are reviewed at regular staff meetings with all staff. This is to
ensure that the risk management matrix is kept up to date and those new areas of risk identified by
staff are included in a timely manner and that the staffs are totally involved within the entire risk
management process.
At each of the monthly management meetings a portion of the identified risks are reviewed and
reassessed to ensure that the risks are continuously managed and to ensure that all staff are aware
of the risk.
Policies and Procedures Manual
Page 21 of 115
Version 8.0: Jan 2014
The risks are reviewed based upon their category of risk, as detailed in the matrix below.
All Extreme Risks are reviewed every three months, High Risks every four months, moderate risks
every six months and low risks annually, thus over the course of the year, the Extreme Risk are
reviewed four (4) times, the High Risks three (3) times, Moderate Risks twice and Low Risks once.
The matrix shown below is derived from the Australian Standard for Risk Management and
indicates management action prescribed within our organisation to address categories of risk:
Consequences
Likelihood
Insignificant
Minor
Moderate
Major
Catastrophic
Almost certain
High Risk
High Risk
Extreme Risk
Extreme Risk
Extreme Risk
Likely
Moderate Risk
High Risk
High Risk
Extreme Risk
Extreme Risk
Possible
Low Risk
Moderate
Risk
High Risk
Extreme Risk
Extreme Risk
Unlikely
Low Risk
Low Risk
Moderate
Risk
High Risk
Extreme Risk
Rare
Low Risk
Low Risk
Moderate
Risk
High Risk
High Risk
Our response to risk:
Extreme risk - all possible action is taken to avoid and insure against these risks.
High risk – management is accountable and responsible for ensuring that these risks are
managed effectively.
Moderate risk - accountability and responsibility for effective management of these risks
is delegated to staff at an appropriate level.
Low risk - these risks are managed in the course of routine procedures, with regular
review and reporting through management processes.
Work Health and Safety Policy
AVLC is committed to the provision of a safe and healthy environment for its students, staff and
visitors. As part of that commitment, staff and students will be provided with information and
training to enable them to work and learn in a safe environment.
Procedure:
1. AVLC will provide and maintain safe equipment and materials.
2. Staff and students will be trained in the safe use, handling and storage of equipment and
materials.
3. AVLC will provide adequate information regarding hazards and risks within the premises.
4. The DOS will consult regularly with staff regarding the development, implementation and
review of health and safety issues.
5. Ensure the training premises are of adequate size and have adequate heating, ventilation,
cooling and lighting.
Policies and Procedures Manual
Page 22 of 115
Version 8.0: Jan 2014
6. AVLC CEO will be the person responsible for the implementation and maintenance of the
policy.
Work Health and Safety Legislation and Policy
Each student is responsible for ensuring the safety and health of her/his environment by:
•
•
•
•
•
Making themselves aware of the relevant AVLC policies, procedures and instructions.
Complying with all AVLC policies, procedures and instructions.
Taking reasonable care of themselves and others in the workplace.
Co-operating with management so that employees of AVLC carry out their duties as required
under the Work Health and Safety Act 2011.
Reporting all known or observed hazards, incidents and injuries.
Evacuation Procedure
Upon hearing the evacuation alarm, all AVLC students must immediately move to their designated
assembly area and follow the instructions given by Staff. The building must not be re-entered until
you are instructed to do so by emergency personnel.
If the evacuation alarm sounds:
•
•
•
•
•
•
Go to the nearest safe fire exit as directed by Staff
Only take your personal belongings
Do not use lifts or telephones
Advise a first aid officer of any injured person as soon as possible
Any person confined to a wheelchair should remain in a designated safe exit stairwell with a
volunteer helper until emergency services/personnel arrive to transport them from the
building. Students and untrained staff should not attempt to bring wheelchairs downstairs.
When you get outside, go to the nominated assembly area and remain in class groups
Smoking on AVLC Premises
The No Smoking Policy precludes anyone from smoking while on AVLC premises. This includes the
areas immediately outside entrances to AVLC building. 'No Smoking' signs have been installed
around AVLC building and grounds and they must be obeyed at all times. Offenders may face
disciplinary / corrective action.
Access and Equity Policy
AVLC is committed to providing all students with equal opportunity to pursue their training and
development. This policy and procedure is to be used by AVLC to integrate access and equity
principles into all training and assessment activities it conducts or is conducted on its behalf.
Access and Equity principles include:
1.
2.
3.
4.
Equity for all people through the fair and appropriate allocation of resources
Equality of opportunity for all people without discrimination
Access for all people to appropriate quality training and assessment services
Increased opportunity for people to participate in training
Disadvantaged groups include the following groups who traditionally have been under-represented
in Vocational Education and Training (VET):
Policies and Procedures Manual
Page 23 of 115
Version 8.0: Jan 2014
1.
2.
3.
4.
5.
6.
People with a disability
Aboriginals and Torres Strait Islanders
Women
People from non-English speaking backgrounds
People in rural and remote areas
Long term unemployed
Discrimination can be direct, indirect or systemic.
Direct discrimination
•
Direct discrimination is any action, which specifically excludes a person or group of
people from a benefit or opportunity, or significantly reduces their chances of obtaining
it, because their status or personal characteristics, irrelevant to the situation (eg. sex,
ethnic origin) are applied as a barrier. Direct discrimination has as a focus assumed
differences between people.
•
Indirect discrimination
Indirect discrimination is the outcome of rules, practices and decisions which treat
people equally and therefore appear to be neutral but which, in fact, perpetuate an
initially unequal situation and therefore significantly reduce a person's chances of
obtaining or retaining a benefit or opportunity. Rules, practices and decisions are
applied to all groups alike but it is the very assumption of a likeness that constitutes the
discrimination.
•
Systemic discrimination
A system of discrimination perpetuated by rules, practices and decisions which are
realised in actions that are discriminatory and disadvantage a group of people because
of their status or characteristics and serve to advantage others of different status or
characteristics. Direct and indirect discrimination contribute to systemic discrimination.
Equity focuses on outcomes. Equity is not concerned with treating people in the same way; it is
concerned with ensuring that all groups of people participate and benefit to the same level.
Legislation includes
•
•
•
•
The Racial Discrimination Act, 1975 (Commonwealth).
The Sex Discrimination Act, 1984 (Commonwealth).
Disability Discrimination Act, 1992 (Commonwealth)
Anti-Discrimination Act 1977 (NSW).
In accordance with the Sex Discrimination Act, 1984, sexual harassment will not be accepted in the
workplace, or in the training environment. Professional development of staff will be reviewed at
least annually, aimed at addressing this and other discriminatory behaviours.
Sexual harassment is defined when a person:
• Makes an unwelcome sexual advance or an unwelcome request for sexual favours.
• Engages in unwelcome conduct of a sexual nature, and a reasonable person would have
anticipated that the person harassed would be offended, humiliated or intimidated.
Policy:
1. The aim of the policy is to remove barriers and to open up developmental opportunities for all
students by creating a workplace and training environment that are free from discrimination,
harassment, bigotry, prejudice, racism and offensive behaviour.
Policies and Procedures Manual
Page 24 of 115
Version 8.0: Jan 2014
2. All students will receive fair and equitable treatment in all aspects of training and employment
without regard to political affiliation, race, colour, religion, national origin, sex, marital status or
physical disability.
3. A person with a disability may be excluded under this policy if the disability could cause
occupational health and safety risks to the person and/or other students.
4. All trainers/assessors are responsible to observe and be advocates for the policy.
5. AVLC policies and procedures will be monitored and reviewed to ensure that they recognize and
incorporate the rights of individuals.
Procedure:
1. The policy will be included in information provided to all stakeholders.
2. AVLC procedures relating to training and assessment activities will focus on objective criteria
based on merit.
3. Any person with a complaint will be directed to use AVLC Complaint Policy and Procedures.
4. The DOS is the person responsible for the implementation and maintenance of the policy.
Governance
Fit and Proper Person
The Fit and Proper Person Requirements 2011 (FPPR) is a legislative instrument that forms part of
the VET Quality Framework. It applies to all NVR registered training organisations.
The purpose of the FPPR is to ensure that persons who exercise a degree of control or influence over
the management of an RTO are people in whom the public are likely to have confidence in their
suitability to manage, or be involved with, an organisation that provides or assesses national
qualifications.
What is 'fit and proper'?
Individual characteristics or past behaviour standards that must be met by individuals who are in a
position to influence the management of an RTO. Failure to meet the requirements may impact on
the suitability of the individual to contribute to the delivery of education and training.
A test of whether an individual satisfies fit and proper person requirements may consider past
criminal convictions, any record of registration cancellations or conditions on registration, a history
of personal bankruptcy or insolvency, disqualifications under the Corporations Act 2001 and other
relevant matters.
For NVR RTOs, the FPPR under the new VQF goes further to specify that 'fit and proper' must also
have regard to public confidence in that person's suitability to be involved with the organisation and
"any other relevant matter
Who must meet the requirement?
VQF - Executive officers, high managerial agents and any person or entity which exercises a degree
of control or influence over the management or direction of the registered training organisation.
This can include: directors, secretaries, managers, decision-makers, shareholders, and persons or
entities in partnership with the organisation.
Policies and Procedures Manual
Page 25 of 115
Version 8.0: Jan 2014
Procedure:
1. Identify all individuals within AVLC who must meet the fit and proper requirement
2. Supply each identified individual with a Fit and Proper Person Requirements Declaration
form to sign
3. Place the completed and signed form into the individuals personnel record
Management of RTO
Governance encompasses control and management of the organisation. It is the role of the
managing body to provide leadership around the RTO’s purpose, values, and direction, quality and
performance expectations.
Management Team
The Management Team is the top level group of decision-makers. The chief executive is the chair of
the Management Team. This team is referred to as senior management.
The Management Team has ultimate responsibility for:
•
•
•
•
Academic outcomes
Business outcomes
Quality management
Compliance management
Academic responsibilities
The Management Team is responsible for academic standards and outcomes. It must:
•
•
•
Ensure that information provided by trainers/assessors that relates to delivery of training
and assessment is tabled at the Management meetings
Review results of Quality Indicators and make recommendations as appropriate
Ensure there is industry input into training and assessment processes
Quality responsibilities
The Management Team is responsible for oversight of the quality management system. It must:
•
•
•
•
Communicate to all AVLC staff the importance of meeting customer expectations
Authorise the quality policy and policy objectives
Ensure resources for QMS are available
Conduct management reviews
Compliance responsibilities
AVLC’s chief executive, as Chair of the Management Team, will ensure that AVLC complies with:
•
•
•
The VET Quality Framework
Any other legislative instruments as stipulated by the National VET Regulator Act 2011
VQF requirements regarding partnerships where another organisation is delivering under
the RTO's scope of registration
Business responsibilities
The Management Team is responsible for business outcomes by:
•
•
Providing strategic guidance through ratification of the Strategic Plan
Providing effective financial management and reporting
Policies and Procedures Manual
Page 26 of 115
Version 8.0: Jan 2014
•
•
Promoting ethical and responsible decision making
Ensuring a sound system of risk oversight and management
Data Provision Requirements
The CEO of AVLC is responsible for ensuring compliance with the Data Provision Requirements
Legislative Instrument that is a component of the VQF.
Student Records Management System
As a NVR registered training organisation, AVLC has in place a student records management system
(RTO Manager) that has the capacity to provide AQSA with AVETMISS compliant data upon request.
Information Required Upon Request
ASQA can at any time for the purpose of registration renewal or audits (such as strategic, variation of
scope or complaint against AVLC) can request any of the following information:
a) Type of legal entity that AVLC is;
b) Copy of Certificate of Incorporation, Articles of Association or equivalent;
c) Current financial viability risk assessment information including:
• Current strategic business plan including forecast income stream and forecast
expenditure;
• Financial projections, including underlying assumptions;
• Information on assets and liabilities;
• Audited financial statements;
• Financial records for the previous 12 months, including profit and loss balance
sheets;
• Cash flow and bank account details;
• Short term budgets and forecasts, including assumptions;
• Information on current and projected student enrolments, including assumptions;
• Tax records;
• Information about current debts and debtors, credits and creditors, loans and
repayment details;
• Plans and information on any legal disputes;
• Inter-company dealings, transfers, ownerships and loans;
• Contingent liabilities;
• Ultimate ownership details; and
• Post reporting activities.
d) Business Name Registration Certificate showing registered business (trading) name(s);
a. Australian Company Number (ACN);
b. Australian Business Number (ABN);
e) Type of training organisation (for example, school, university, community-based adult
education, other training provider);
f) Address and contact details for:
• Head office;
• Principal place of business; and
• Permanent delivery sites or campuses.
g) Name and contact details for:
Policies and Procedures Manual
Page 27 of 115
Version 8.0: Jan 2014
•
•
•
Executive officers;
High managerial agents; and
Any person or entity which exercises a degree of control or influence over the
management or direction of the registered training organisation
h) Previous registration details;
i) Whether or not the applicant, the NVR registered training organisation, an executive officer
or higher managerial agent have any other application for registration currently lodged with
any other registering body;
j) Fit and proper person information for each relevant person to include:
•
Whether the person has been convicted of an offence against a law of the
Commonwealth or of a State or Territory and if so, the seriousness of the offence;
•
Whether the person has ever had his, her or its registration on the National Register
cancelled or suspended;
•
Whether the person has ever had a condition imposed on his, her or its registration on
the National Register;
•
Whether the person has ever breached a condition of registration in Subdivision B of
Division 1 of Part 2 of the Act;
•
Whether the person has ever become bankrupt, applied to take the benefit of a law
for the benefit of bankrupt or insolvent debtors, compounded with his or her creditors
or assigned his or her remuneration for the benefit of creditors;
•
Whether the person has ever been disqualified from managing corporations under
Part 2D.6 of the Corporations Act 2001;
•
Whether the person was involved in the business of the provision of VET courses by
another provider who is covered by any of the above paragraphs at the time of any of
the events that gave rise to the relevant prosecution or other action;
•
Whether the person has ever provided a State or Territory registering body and/or the
National VET Regulator with false or misleading information or made a false or
misleading statement to a State or Territory registering body or the National VET
Regulator, and whether the person knew that the statement made or information
provided to the State or Territory registering body or National VET Regulator was false
or misleading; and
•
Whether the person has ever been found not to be a fit and proper person for the
purposes of the Education Services for Overseas Students Act 2000;
k) A list of the correct national code and title of the Training Package, VET qualifications, VET
accredited courses, modules or units of competency that the applicant/NVR registered
training organisation delivers, or intends to deliver, including:
•
•
•
A training and assessment strategy for each VET qualification, VET accredited course,
module and unit of competency applied for;
Evidence to demonstrate that each trainer and assessor has the necessary training
and assessment competencies and the relevant vocational competency for each
VET qualification, VET accredited course, module and unit of competency that they
deliver and assess;
Evidence to demonstrate that each trainer and assessor has current industry skills
directly relevant to the training/assessment being undertaken
Policies and Procedures Manual
Page 28 of 115
Version 8.0: Jan 2014
•
•
l)
m)
n)
o)
p)
q)
r)
s)
Evidence of the supervisory arrangements for trainers who do not possess the
required training competencies; and
Evidence of ongoing access to staff, facilities, equipment and training and
assessment materials that are consistent with the requirements of the Training
Package or VET accredited course and the RTO’s own training and assessment
strategy.
Details of any license/regulatory outcomes of the VET qualification and VET course applied
for including details of the licensing body;
Whether or not the applicant/NVR registered training organisation delivers, or intends to
deliver, any training online, interstate, or by distance, and if so, in which jurisdictions;
Whether or not the applicant/NVR registered training organisation delivers, or intends to
deliver, any training offshore (overseas);
Whether or not the applicant/NVR registered training organisation offers, or intends to
offer, any training to international students, and if so, details of the CRICOS approval;
Whether or not the applicant/NVR registered training organisation intends to apply for, or
already receives, Commonwealth, State or Territory government funding for training;
Whether or not the applicant/NVR registered training organisation intends to enter into, or
is in, a partnership/sub-contracting arrangement for training;
Whether or not the applicant/ NVR registered training organisation collects, or intends to
collect, fees paid in advance from students for enrolment in training;
Whether or not the applicant/ NVR registered training organisation delivers, or intends to
deliver, training to students under the age of 18, and if so:
• Working with Children Checks for all relevant persons; and
• Policies and procedures for managing these students.
t) Evidence of appropriate finance and AVETMISS compliant VET student records management
systems; and
u) Copy of public liability insurance cover
Quality Indicators
Quality Indicators are the indicators endorsed by the Ministerial Council, or its delegate, against
which the RTO is required to collect and use data. Quality Indicators have been identified as being
useful for the purpose of continuous improvement within RTOs and to inform the risk assessments
of RTOs by VET Regulators.
There are three Quality Indicators:
• Learner questionnaires
• Employer questionnaires
• Competency completion data
Competency Completion Data
AVLC’s Chief Executive must ensure that AVLC co-operates with ASQA by providing accurate and
timely data relevant to measures of its performance.
As an NVR registered training organisation AVLC must collect data on the quality indicators agreed
upon by the Ministerial Council, or its delegate.
Policies and Procedures Manual
Page 29 of 115
Version 8.0: Jan 2014
AVLC must provide an annual summary report to ASQA against the quality indicators. The annual
summary report will be due on 30 June each year and will relate to the previous calendar year’s
activities.
Competency completion data
This data shows the rate of completion for any qualification or unit offered by AVLC, and needs to be
submitted by June 30 each year for data collected from the previous calendar year.
Questionnaires
Employer questionnaire: Focuses on employers’ evaluations of learners’ competency development,
its relevance to work and further training, and the overall quality of the training and assessment
Learner questionnaire: Focuses on the extent to which learners are engaging in activities likely to
promote high-quality skill outcomes, as well as learners’ perceptions of the quality of their
competency development and the support they receive from RTOs.
Purpose
Results from learner and employer questionnaires are regarded by the registering body or National
VET Regulator as a measure of outcomes. The Registering body report (which is a summary of
results) must be collated for the calendar year and submitted by 30th June of the following year. It
is used for:
•
•
•
•
Submission to government as part of compliance requirements
Registering body/National VET Regulator decision about RTO risk rating
Inclusion in the annual Performance Summary
Strategic decision-making for approaching year
Acting on the data
There must be evidence that this data has been considered by senior management and used to
improve training and assessment and client services.
Financial Viability
The NVR registered training organisation must be able to demonstrate to the National VET
Regulator, on request, that it is financially viable at all times during the period of its registration.
The Financial Viability Risk Assessment Requirements (FVRAR) form part of the VET Quality
Framework. This legislative instrument stipulates that NVR RTOs have an obligation to submit to
assessment at any time.
An assessment of financial viability is required to provide an indication of whether an organisation
will remain viable in the short to medium term. Financial viability is defined in the FVRAR as the
ability of an organisation to generate sufficient income to meet operating payments, debt
commitments and, where applicable, to allow growth while delivering quality training and
assessment services and outcomes.
Policies and Procedures Manual
Page 30 of 115
Version 8.0: Jan 2014
Financial data and information must be submitted to the qualified independent financial auditor
nominated by the NVR in a format that is in accordance with Australian Accounting Standards
The assessment of financial viability risk will be undertaken by assessing common indicators of
financial performance and position. These may include but are not limited to the following
indicators:
•
•
•
•
•
•
•
•
•
•
Liquidity– including current ratio and cash flow assessments
Solvency – including debt to assets assessment, debt to equity assessment
Economic Dependency – for example, reliance upon government funded training, or reliance
on a particular cohort of students (e.g. overseas students)
Revenue, profit and cash flow
Commercial risk
Audit opinion
Contingencies
Compliance with all of its statutory obligations (for example: GST, taxation, superannuation,
Companies Code)
Compliance with accounting standards
Accounting policies – impact of the organisation’s accounting policies on its financial risk.
Information that could be used to assess the common indicators as defined in FVRAR Standard 10
and to make a determination about financial viability risk may include, but not be limited to:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Independent reviews of financial projections including underlying assumptions
Form and content of financial viability risk assessment
Business planning including forecast income streams and forecast expenditure
Assets and liabilities
Financial statements audited by an independent qualified auditor
Financial records for the previous 12 months, including profit and loss, balance sheets
Cash flow and bank accounts
Short term budgets and forecasts, including assumptions
Information on current and projected student enrolments, including assumptions
Tax records
Information about current debts and debtors, credits and creditors, loans and repayment
Plans, and information on any legal disputes
Inter-company dealings, transfers, ownerships and loans
Contingent liabilities
Ultimate ownership details
Post reporting activities (includes activities that relate to the period after accounts have
been audited that would have a material impact on the organisation’s operations, viability or
ownership).
Financial Management Policy
A qualified accountant will certify the accounts of AVLC annually. The CEO is responsible for the
effective management of AVLC finances. There are two signatories for the organisation.
Policies and Procedures Manual
Page 31 of 115
Version 8.0: Jan 2014
AVLC is a member of ACPET and contributes to the Overseas Student Tuition Assurance Scheme
(OSTAS) for the assurance of student fees.
The Financial Manager uses financial management software and reports monthly on AVLC’s financial
position. Where necessary, meetings are held to review the financial position. Any changes to
financial management policy are documented.
Protection of Fees Paid in Advance
The advance payment of fees are deposited and protected by the organisation's trust account.
•
•
Client fees cannot be drawn to the operating account until the student has commenced their
study
The movement of fees into the operating account requires the authorisation of both the CEO
and Financial Manager via the electronic banking system.
Receipt of Student Fees
All fees paid in advance must be received by either electronic transfer or direct deposit into the
AVLC's nominated bank. Where fees are paid in advance by a potential student, they are required to
fax/email confirmation of the advance fees paid.
On proof of payment AVLC will:
•
•
•
Issue receipts upon receiving the fees/payment
Check the tax invoice attached to fees/payment if paid by representative/agents
Enter data to client records
The receipt and agreement will state:
•
•
•
•
•
•
•
•
•
The organisation's name and registered National Provider Code number and CRICOS
Provider Code number
The registered course number and CRICOS Course Code in which the student is enrolling
Confirmation that the organisation receiving the fees will be the organisation delivering the
training
An itemised list of all fees payable and date of the next instalment (if applicable) and paid
The terms and conditions of the fees paid
The terms and conditions of the refund policy
The date of issue
The full name of the client
Acknowledgment of the payment method
Issue of Client Receipts
AVLC uses accounting software to record and issue receipts.
Following payment from clients, an official numbered receipt will be provided to clients as
confirmation of enrolment details and a copy is retained for the accounts section of the student file
and data management system.
Policies and Procedures Manual
Page 32 of 115
Version 8.0: Jan 2014
Copies of receipts will record the following information:
•
•
•
•
•
The payment amount
Brief description of purpose of receipt
Name of person/organisation paying
Receipt date
Name and contact details of person issuing the receipt
Monies and receipt number is recorded on the client’s enrolment. The original copy of the receipt is
distributed to the client and a copy is retained in the receipt book.
Cancelled Receipts
An official numbered receipt, which is cancelled, will be clearly marked cancelled and briefly noted
with reason for cancellation and signed by authorised personnel approving the cancellation.
Completed Receipt Books
Completed receipts books will be stored in Accounts Receivable for 12 month period prior to
archiving.
Refunds
All refunds are subject to the refund policy and the administration fee for students, which will be
deducted from the refund.
Applications for refunds will be in writing and processed as follows:
•
•
•
•
•
•
Payment requisition details will be issued for CEO’s approval
A refund will be issued when approved
Details will be entered on student file and data management software
Details will be entered into Financial Management software
A signed cheque/electronic / bank draft refund will be raised for dispatch
Refund will be dispatched as per instructions
Fees Schedule
Student deposits, fees and any refunds are recorded into the financial management software.
Student deposits are held in a separate trust account and are not released as income until the
student commences study.
AVLC course fees cover all tuition costs excluding learning handouts, use of products, tools and
equipment.
Current AVLC Fees
Course
CRICOS
Code
Total
Course Fee
Duration
$3300
$3300
$3300
26 weeks
26 weeks
26 weeks
Business Courses
BSB30107 Certificate III in Business
BSB40207 Certificate IV in Business
BSB50207 Diploma of Business
Policies and Procedures Manual
071430A
071431M
071330E
Page 33 of 115
Version 8.0: Jan 2014
BSB51107 Diploma of Management
BSB60207 Advanced Diploma of Business
BSB60407 Advanced Diploma of Management
071329J
071328K
071327M
$3300
$3300
$3300
26 weeks
26 weeks
26 weeks
Other Fees
Application Fee (also known as Enrolment Fee)
Change of COE details $20.00 each
Course Material Fees for all Qualifications
Interim academic transcript
Interim attendance letter
Overdue tuition fee – 10 working days
Overdue tuition fee – 5 working days
Re-Assessment of unit
Re-enrolment fee
Refund processing fee
Re-issue of final documents
Re-issue of Learning and Assessment Materials
Re-issue of Photo ID Card
Release Letter
Re-sit single whole subject
Re-Submission of unit (within 10 days of unit completion)
RPL fee per unit
Student Letter by request
$200
$20
$100
No Charge
No Charge
$400
$200
$100
$250
$150
No Charge
No Charge
$25
No Charge
$250
No Charge
$125
No Charge
A mandatory $200 application fee applies before enrolment for all courses and this fee is nonrefundable.
All students at AVLC make fee payments in advance on a term by term basis.
At the time of enrolment students are required to pay the following fees: Application fee (also
referred to as the enrolment fee), course materials fee, OSHC fee and the first term of tuition fee.
From this point students will receive written notice of their next fee due date four weeks before the
completion of the existing term.
If the tuition fee is not paid on time then a late payment fees will apply as follows:
•
5 working days overdue $200
•
10 working days overdue $400
Should fees remain overdue for more than 14 days AVLC will inform the student of their intention to
report them for non-payment of fees to DIAC via PRISMS.
Whilst student fees are outstanding students will not be permitted to attend their scheduled class
until such time as the outstanding fees have been paid.
The payment of all fees and charges is receipted and dated at the time of payment. Records of fees
receipted and dated are maintained and secured for two years after the student ceases to be a
Policies and Procedures Manual
Page 34 of 115
Version 8.0: Jan 2014
student and is kept within the financial management system software for up to five years as
required by taxation legislation.
Fees Refund Policy
In the unlikely event of default by AVLC, such situations are covered by the provisions of the ESOS
Act 2000 and the ESOS Regulations 2001.
In the circumstances of provider default where the refund option is chosen by the student, AVLC
must refund the student all course fees. Refund will be paid to students within 14 days of the default
day.
Situations where a provider default may occur include:
1) The course does not start of the agreed starting date which is notified in the Letter of Offer
2) The course stops being provided after it starts and before it is completed
3) The course is not provided fully to the student because AVLC has a sanction imposed by a
government regulator
However, if the student agrees to accept an alternative (replacement) course or part of a course, to
be provided to the student at the college’s expenses, then the college is relieved of its liability to
make the payment. The student must advise AVLC in writing whether they agree to the alternative
arrangement.
Local Students
After course commencement students who discontinue will not be entitled to any refund. Every
effort will be made to negotiate the transfer of training in the event of a student’s prolonged illness
or personal hardship. However, no consideration can be given to extended absences for any other
reason.
International Students
The tuition fees will be refunded only under the following circumstances as shown in the table
below:
Enrolment Fee
Non-refundable
Tuition Fees
Visa refused prior to course commencement
Full refund
Withdrawal at least 10 weeks prior to agreed
90% refund
start date
Withdrawal at least 5 weeks prior to agreed
70% refund
start date
Withdrawal less than 4 weeks prior to agreed
No refund
start date
Withdrawal after the agreed start date
No refund
Visa cancelled due to actions of the student
No refund
Visa extension is refused
Return of unused tuition fees
Withdrawal from study - current students
Refund of unused tuition fees (of the following
Policies and Procedures Manual
Page 35 of 115
Version 8.0: Jan 2014
term/s) (Notification of Withdrawal form must be
received 4 weeks prior to term commencement by
Student Administration)
Compulsory Health Insurance
(Student Visa holders only)
Refer to OSHC provider
Airport Pick-up
Full Refund if service cancelled prior to flight arrival
Tuition fees will be not refunded under the following circumstances:
1. Student whose enrolment is terminated for failure to comply AVLC’s policies and procedures
and the requirements of their Student Visa by DIAC.
2. Student cancels the enrolment less than four weeks prior the course commencement date.
3. Does not commence (i.e. Does not arrive, or has not arranged with us for a later start
because of health or compassionate reason)
Requests for refund should be made in writing to the CEO with documented evidence of the reason
for withdrawal. Eligible refunds will be refunded within 28 day of receipt of the claim. A
documented administrative fee $150 will be charged for processing refunds. The $200 enrolment fee
is not refundable.
All refunds will include a statement explaining how the refund amount was calculated.
Refund will only be given to the person who paid the tuition fees. For example, if the tuition fee was
paid by an agent or parents, the money will only be refunded to either the agent or parents.
This refund policy does not remove students’ rights to take further action under the Australian
Consumer Protection Laws.
Withdrawal from commenced course
In the event the student intend to transfer their study to another provider or terminate their study.
One month notice in writing is required before the commencement date of the next term. If less
than one month notice is given, the student or an agent or parents have the obligation to pay the
following term’s fees according to the instalment indicated on the offer letter.
Student will fill out the course withdrawal form to notify college the cessation of study. The form is
available from reception at each campus upon request.
Payment of Fees while on any type of leave
Payment of fees are still due if the student has a current COE on PRISMS and is currently taking up
an enrolment within AVLC. Fees must be paid in full before leave is granted.
Examples....Compassionate Leave or Sick Leave.
Policies and Procedures Manual
Page 36 of 115
Version 8.0: Jan 2014
Procedure for Re-Crediting a FEE-HELP Balance – VET FEE HELP enabled
programs
Intent
To outline the procedure for the re-crediting of FEE-HELP balances for all potential and currently
enrolled domestic students who are or would be entitled to VET FEE-HELP assistance.
Principles
1. 1. Students enrolled in a VET FEE HELP enabled program who lodge a withdrawal form on or
before the census date for a unit of study will not incur a FEE-HELP debt for the unit; all VET
tuition fees paid for the unit will be refunded
1. 2. Students enrolled in a VET FEE HELP enabled program who lodge a withdrawal form after
the census date for a unit of study will incur a FEE-HELP debt for the unit, however:
1. 3. Where a student has been prevented from completing or withdrawing from a VET unit/s
of study in a VET FEE HELP enabled program due to special circumstances which do not
make their full impact until on or after the Census Date, he/she can apply to have his/her
FEE-HELP balance re-credited and for the refund of all upfront VET tuition fees.
The relevant procedural steps and actions are outlined below.
Scope
This procedure applies to all potential and currently enrolled domestic students who are or would be
entitled to VET FEE-HELP assistance and who may wish to seek a re-credit of their FEE-HELP balance.
Exclusions
All International Students (both onshore and offshore)
Procedure steps and actions:
Procedure
Responsibility
Timeline
Who can apply
Student/applicant
Applications must
be submitted on or
before the
application deadline
(see below)
Students who withdraw from a VET unit of study
after the Census date can apply to have their:
FEE-HELP balance re-credited
Up-front VET tuition fee payments refunded in full
Policies and Procedures Manual
Page 37 of 115
Version 8.0: Jan 2014
where the student has been prevented from
completing the VET unit of study due to special
circumstances (see ‘Making a Decision’ below for a
definition and interpretation of Special
Circumstances).
A student cannot apply for a re-credit or a
remission for a VET unit of study if they
successfully complete that unit. A student who
receives a fail grade is not considered to have
successfully completed the VET unit of study and
may apply for a re-credit or remission providing
the fail is attributable to special circumstances.
Being unable to meet the academic requirements
of a VET unit of study does not of itself make a
student eligible for re-credit or remission.
Application deadline
Student/applicant
12 months from
withdrawal (or 12
months from the
end of the semester
in which the VET
unit of study was, or
was to be,
undertaken)
Student/applicant
As soon as possible
after the conditions
preventing
application are
removed or
sufficiently reduced
to permit
completion and
submission of the
application
An application for a re-credit or a remission must
be made, in writing, within 12 months of the
withdrawal date, or if the student has not
withdrawn, within 12 months of the end of the
period of study in which the VET unit of study was,
or was to be, undertaken.
Waiver of application deadline
A student may apply to have this deadline waived
on the ground that it would not be, or was not,
possible for the application to be submitted before
the deadline.
An application for such a waiver must be in writing
and include a description of the circumstances that
prevented timely submission together with any
independent supporting documentation. If this
documentation is the same as that being used in
support of the application itself, only one copy
need be provided but the documentation must
accompany the waiver application and the waiver
application must be submitted first or concurrently
with the application itself.
Policies and Procedures Manual
Page 38 of 115
Version 8.0: Jan 2014
Application process
Student/applicant
Refer to application
deadlines and
waiver of
application
deadlines
Student
administration
On receipt of
application (or as
soon as practicable)
Applications must be in writing on the relevant
Re-credit application form and include
independent supporting documentation, for
example Medical Certificates or letter/s from a
doctor or counsellor indicating dates of incapacity
(e.g. dates of stay in hospital, dates of counselling
services), to support the person’s claims.
Applications must be submitted prior to the
application deadline or be accompanied by an
application for waiver of the application deadline
(see above).
Preliminary checks and record keeping
When an application has been received the
following checks are undertaken:
•
•
•
•
•
•
Date stamp the application with received
date
Check that the application has been signed
Check application for supporting
documentation and ensure that
application is complete
Check that the student has not previously
applied for remission/re-credit for the
same study
Check that the application is within the
timeframe or is accompanied by an
Application for Waiver of the Application
Deadline. Applications not within the
deadline are to be rejected unless the
student has included an application to
waive the deadline or a waiver of the
deadline has been previously granted
Register the application and allocate a case
reference number
Policies and Procedures Manual
Page 39 of 115
Version 8.0: Jan 2014
Notifying student of receipt of application
Once an application has been received and the
preliminary checks and registration undertaken,
the student is to be notified in writing of the
receipt of the application stating:
•
•
Student
administration
Within 3 days
Student
administration
Within 5 days of
receipt of the
application.
The maximum timeframe for consideration
of the application (60 days)
Any reference or file number used to track
the application
or
•
•
That the application cannot be considered
due to lateness or because it duplicates a
previous or current application
Reference number of current application
and any reference or file numbers of
previous applications together with the
status of those applications
Assessing an application deadline waiver
Prior to assessing an application to remit or recredit, review any application for deadline waiver.
(If the application to remit or re-credit is within the
application deadline then this step is not
necessary).
1. Determine if the circumstances described
and the supporting documentation
supplied, verify that it was not possible for
the application to have been submitted
prior to the application deadline
2. To assist with this determination, the
following considerations may be used to
guide the decision:
•
•
that the circumstances were beyond the
person’s control
that they exist or have existed for a
significant part of the application period
especially the latter part approaching the
deadline, and
Policies and Procedures Manual
Page 40 of 115
Version 8.0: Jan 2014
•
that the circumstances made it impractical
for the person to meet the application
deadline
Making the decision
If the application to remit or re-credit has been
accepted as within the application deadline or the
application deadline has been waived, determine
whether to remit or re-credit if special
circumstances apply which:
•
•
•
Student
administration
As soon as
practicable but
within 28 days
Student
administration
Within 3 working
days
Student
administration
Within 3 working
days
are beyond the person’s control
did not make their full impact until on, or
after the census date, and
make it impracticable for the person to
complete the requirements for the Vet
unit of study in the period during which
the person undertook, or was to
undertake, the Vet unit of study
Notification to DEEWR of the decision and recredit of FEE-HELP balance
Where the decision results in the re-crediting of
the student’s FEE-HELP Balance*, the remission of
a person’s VET FEE-HELP debt, and/or the refund
of the student’s up-front VET tuition fee payments,
notify DEEWR through the Revisions File.
*A person’s VET FEE-HELP debt in relation to a VET
unit of study is taken to be remitted if the person’s
FEE-HELP balance is re-credited.
Arranging refund tuition fees
Where the decision involves the refunding of
upfront payments for VET unit/s of study tuition
fees the appropriate operational unit is notified to
request that the student’s account be re-credited
for refund.
Policies and Procedures Manual
Page 41 of 115
Version 8.0: Jan 2014
Student’s fees are re-credited to the student’s
account.
Manager, Student
Financials
Within 5 working
days.
Initiate the amendment of the student’s academic
record so that the VET unit/s of study remain on
the student’s record with the grade of Withdrawn
(WDR) resulting in no academic penalty being
recorded.
Student
administration
Within 5 Working
Days
Notifying applicant of the Decision
Student
administration
As soon as
practicable after
decision is made and
all amendments
have been made to
the students record
but must occur
within 60 days of
receipt of the
original application
Amending the student’s academic record
Where a decision is made to re-credit, remit or
refund cost and entitlements associated with a VET
unit/s of study the student is entitled to have their
academic record amended
Once any required amendments to the student’s
academic and financial records have been
completed the student is advised of the decision in
writing. The communication must state:
•
•
•
•
•
•
Whether the application has been
approved or denied
The reasons for the decision
Where the decision is to refund tuition
fees or upfront payments, that the fees
have been re-credited to the students
account and AVLC’s refund policy and
application process for accessing that
money
Where the decision is to re-credit or remit
FEE- HELP Balance etc, state the date that
DEEWR was notified and a summary of
what it was advised (including what this
means – VET FEE-HELP loan will be recredited etc)
The review process (how to request a
review of the decision if unsatisfied with
the outcome)
The student must be advised that the time
limit for applying for a review of the
decision is 28 days from the day they first
received notice of the decision
Policies and Procedures Manual
Page 42 of 115
Version 8.0: Jan 2014
•
The name and contact number of a staff
member who can answer questions and
clarify matters if the student is unclear
about the decision
Requesting a Review of the Decision
The student has 28 days from the receipt of the
decision to request a review of the decision.
The student’s application should be in writing and
must state the reasons for requesting a review of
the decision. The application may include
additional documents or evidence that was not
provided in the original application.
Student/
applicant
Within 28 days of
receipt of decision
The Academic Registrar may permit applications
for review of a decision to be submitted after 28
days where the student can demonstrate that it
would not be, or was not, possible for the
application to be submitted before the deadline.
Director of
Studies
Within 3 working
days of request
Notification of receipt of request for review
Director of
Studies
Within 3 days of
receipt of
application
Director of
Studies and CEO
Within 28 days of
receipt of the
application
Write to the student advising them of receipt of
the request for review and advise the student that
if they do not receive written notification of the
outcome of the review within 45 days then the
original decision is confirmed.
Review of a decision
•
The Review Officer will be a senior
member of the Academic Registrar’s Office
who is not the same officer who made the
original decision and who occupies a
position that is senior to that occupied by
the original decision maker
Policies and Procedures Manual
Page 43 of 115
Version 8.0: Jan 2014
•
•
The Review Officer will review any new or
additional evidence provided by the
student and re-examine the original
decision in line with the requirements and
guidelines under which that decision was
made
The Review Officer can decide to:
o Confirm the original decision
o Vary the original decision
o Set aside the original decision and
substitute a new decision
Notification of the decision
Notify the student of the outcome of the review in
writing including:
•
•
•
•
•
Director of
Studies or CEO
As soon as
practicable after the
decision has been
made but within 3
days
Director of
Studies or CEO
5 Working Days
The reasons for the decision
The student’s right of appeal to the
Administrative Appeals Tribunal (AAT) if
they are unsatisfied with the outcome of
their appeal
The contact details and address of the
nearest AAT together with the
approximate cost of an appeal
Contact details of a person who can
answer questions in relation to the
outcome of the review
procedure
Reconsideration by the AAT
If the student lodges an application for
reconsideration to the Administrative Appeals
Tribunal (AAT) the Secretary of DEEWR (or
delegate) will be the respondent. Once DEEWR has
received notification from the AAT that a person
has applied for reconsideration the Secretary must
lodge certain documents with the AAT within 28
days.
Policies and Procedures Manual
Page 44 of 115
Version 8.0: Jan 2014
DEEWR will notify AVLC in writing that an appeal
has been lodged with the AAT. Upon receipt of
that notification AVLC must supply DEEWR with
the originals of all documents held that are
relevant to the appeal within 5 working days.
Copies of all documents are to be retained.
All documents are to be sent to DEEWR via Courier
or Express Post.
Maintenance of files
All original documentation will be returned to the
University once a decision has been made by the
ATT and should be returned to the file.
Immediately
following decision
Education Agents
The overall responsibility for the recruitment and supervision of all education agents is that of the
CEO.
Education agents shall be members of the Migration Institute of Australia and bound by its Code of
Ethics. AVLC is responsible for the conduct of agents acting on its behalf through an executed Agents
Agreement.
The agent’s agreement will specify the responsibilities of the Education Agent and AVLC and the
need to comply with the National Code of Practice. This agreement will include:
•
•
Processes for monitoring activities of the education agent, including where corrective
action may be required, and
Termination conditions, including providing for termination in the circumstances
outlined in this policy.
AVLC will ensure that all education agents that are under agreement have access to the most up to
date and accurate information including:
• Copies of AVLC Code of Practice
• Course information, including content and vocational outcomes
• Student selection, entry requirements, enrolment and induction/orientation procedures
• The commencement dates and duration of courses
• Requirements to achieve the Qualification
• The Qualification/certification to be issued on completion or partial completion of the
course of study
• Australian and overseas recognition given to Qualifications
• Teaching methods used (including work experience if required)
• Policies on assessment, including methods, resubmission of work etc
Policies and Procedures Manual
Page 45 of 115
Version 8.0: Jan 2014
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Recognition of Prior Learning (RPL) arrangements
Itemised list of fees payable
The conditions under which students will be eligible to receive a refund of fees
Arrangements for the protection of students' funds
Complaints and appeals processes
Students’ rights and responsibilities, including withdrawal arrangements
RTO’s rights and responsibilities
Information about the grounds by which the student’s enrolment may be deferred,
suspended or cancelled
Welfare and guidance services relevant to overseas students
General description of:
o Facilities
o Equipment
o Learning resources
Course requirements (including the need to be enrolled in a full time course of study,
and requirements relating to attendance and academic progress)
The requirement to maintain current overseas student health cover, and to maintain
adequate arrangements for the education of dependants
The requirement to seek the prior approval of DIAC or its equivalent for certain course
changes, or before commencing a new course, or changing courses
Information about the minimum level of English language proficiency, educational
qualifications and work experience required for the student to be accepted for the
course (unless this is clearly not relevant),
An accurate representation of the local-environment in which our organisation is
operating, including location of campuses and indicative costs of living
Provisions of the Migration Act and Regulations governing overseas student entry and
stay in Australia
AVLC will not accept students from any education agent or enter into a written agreement with any
education agent that it know of or suspects that the education agent to be:
a) Engaged in, or to have previously been engaged in, dishonest practices, including the
deliberate attempt to recruit a student where this clearly conflicts with the obligations
of registered providers in regard to the transfer between registered providers of
students.
b) Facilitating the enrolment of a student who the education agent believes will not
comply with the conditions of his or her student visa
c) Using Provider Registration and International Students Management System (PRISMS)
to create Confirmations of Enrolment for other than bona fide a student, or
d) Providing immigration advice where not authorised under the Migration Act 1958 to
do so.
AVLC will terminate their agreement with any Education Agent who is shown to be engaged in
activities as outlined above.
AVLC will take immediate corrective and preventative action upon becoming aware of an education
agent being negligent, careless or incompetent or being engaged in false, misleading or unethical
advertising and recruitment practices, including practices that could harm the integrity of Australian
education and training. This will include the reporting of the Education Agent to both DEEWR and
Policies and Procedures Manual
Page 46 of 115
Version 8.0: Jan 2014
DIAC and lodging a written complaint with the Migration Institute of Australia if the Education Agent
is a member.
AVLC will undertake an annual review of all Education Agent contracts. This review will be based
upon performance and feedback sought from students referred by the Education Agents.
AVLC will regularly hold meetings with locally based agents to inform them of any changes in
marketing materials, course content, fees and other matters that affect them. These meetings will
also provide the agents with the opportunity to provide feedback and improvement suggestions to
AVLC. Minutes of these meetings will be kept.
Privacy Policy
AVLC complies with the following Privacy principles:
Collection of Data
AVLC will not collect personal information about an individual unless the information is necessary for
one or more of its functions or activities.
Where AVLC collects personal information, AVLC will declare the purpose of the collection, how the
information will be used and how the individual can get access to that information.
Data Quality, Security and Openness
AVLC will take reasonable steps to ensure that the personal information it collects uses or discloses
is accurate, complete and up to date. AVLC will take reasonable steps to protect the personal
information from misuse and loss from unauthorized access, modification or disclosure.
AVLC will provide a public document outlining its policies and procedures for handling personal
information and make this available on request, at signup and via the AVLC web site.
Use and disclosure
AVLC will only use or disclose information for the purpose for which it was collected or for a
secondary purpose which the provider of the information could reasonably expect. AVLC may use or
disclose personal information in circumstances related to public interest, such as law enforcement
and public or individual health and safety.
Sensitive information
AVLC will not collect sensitive information unless the individual has consented, or it is required by
law, or where there are other special circumstances such as those relating to health services
provision.
Access and correction
The college will provide an individual with access to personal information it holds on that person on
request. Where an individual can show that information held about them is not correct, current or
complete, AVLC will take reasonable steps to correct that information.
Identifiers
AVLC will only assign unique identifier to individuals where it is necessary in order to carry out one
or more of its functions or activities. AVLC will not make this unique identifier available to others and
will not adopt as its own.
Policies and Procedures Manual
Page 47 of 115
Version 8.0: Jan 2014
Anonymity
AVLC will give people the option to interact anonymously whenever it is lawful and practicable to do
so.
AVLC operates in compliance with current privacy legislation. This legislation regulates the way
organizations can collect, use keep and disclose personal information. It gives individuals the right to
know what information an organization holds about them and a right to correct any information if it
is wrong.
AVLC keeps the following personal information on each student:
• Personal details (such as name, sex, address, phone number, date of birth, country of
residence, allergies and illnesses)
• Academic qualifications
• Course selections, letter of offer and student acceptance of offer
• Academic statements
• Passport, visa and OSHC details
• Employment history (if applicable)
• Enrolment details
• Attendance records and any medical certificates /approved absence forms given
• Financial details
AVLC uses the information for:
• Correspondence
• Awarding certificates or diplomas
• Meeting student visa compliance requirements
• Assessing application to study at AVLC
• Checking payment of course fees
AVLC cannot disclose information to third party without the written consent of the student.
Note: International students should be aware that information provided to AVLC may be made
available to Commonwealth and state agencies and the Fund Manager of ESOS Assurance fund,
pursuant to obligations under the ESOS Act 2000 and the National Code of Practice.
Student may access their files at an appropriate time by appointment. To view their file students
must:
•
•
•
See administration staff and if convenient have immediate access.
If after viewing their files, students are not satisfied with the information contained or
consider some information to be inaccurate they should write to the DOS outlining their
concern and asking for corrections to be made.
Student is able to get a copy of any document within the file.
The student may ask to view their file again to ensure the changes have been made.
Records Maintenance
AVLC will maintain effective, accurate, relevant records and reporting systems. Records
management is the responsibility of the administration staff.
AVLC will abide by the National Privacy Principles. Student information is not disclosed to anyone
outside of AVLC without the student’s consent. Student records are confidential and available to the
student only upon request.
Policies and Procedures Manual
Page 48 of 115
Version 8.0: Jan 2014
However, Information provided by the students to AVLC may be made available to the
Commonwealth and State Agencies and the Fund Manager of the ESOS Assurance Fund. AVLC is
required under Section 19 of the ESOS Act to tell DIAC about certain changes to the student
enrolment and any breach of a student visa condition relating to attendance or academic
performance.
AVLC keeps all records of students’ results for 30 years in electronic format.
Student Records
These include:
•
Student enrolment and fees
•
Student attendance details for each session detailing number of hours in attendance per day
•
Class timetables detailing date and time of training session and trainer/assessor signature
•
Records of assessments that include records of formative and summative assessment of
competencies and reports of all RPL/RCC assessments
•
Transcripts of students’ outcomes
Staff Records
AVLC reserves the right to verify qualifications presented by prospective staff by checking with the
issuing body and/or contacting referees nominated by the applicant. Individual staff files are
maintained at head office. These contain records and/or copies of:
•
Application for employment
•
Contact details
•
Verified qualifications
•
Record of discussions in process of verifying qualification (where relevant)
•
Signed employment contract
•
Induction checklist
•
Declaration of having read, understood and agreeing to AVLC by the Staff Policies and
Procedures Handbook
•
Records of performance appraisal
•
Evidence of participation in professional development opportunities
Staff files are confidential and may only be accessed by the individual staff member, the CEO and the
Compliance Officer.
Storage of files and records
•
All staff and active student files are securely stored in locked filing cabinets.
•
Student records are entered into the student database (RTO Manager) accurately and efficiently
by the Administration Staff.
•
Student electronic records are backed up daily.
Policies and Procedures Manual
Page 49 of 115
Version 8.0: Jan 2014
•
The backed up records are taken off the premises by the CEO or the DOS and stored securely offsite at either the CEO’s residence or the DOS’s residence.
•
Students can request from their trainer/student liaison officer a copy of their current progress or
attendance. This request will be forward to administration staffs that will source this information
and forward it back to the trainer/student liaison officer to give to the student.
•
Records of student results are kept for thirty years and will be transferred as advised by ASQA if
AVLC ceases to operate as an RTO.
International Student Records
It is an Australian Government requirement that AVLC keeps records of each international student’s
current residential address (as supplied by the student), the student’s full name, date of birth,
nationality, the start and completion day of the student’s course, attendance, academic
performance, details of payments received, information on international student health cover,
English level proficiency, student’s passport, visa details and reason for a student’s termination of
studies.
Once an international student has enrolled at AVLC they cannot defer commencement of their
studies or suspend their studies except on the grounds of illness, supported by a doctor’s certificate,
or other exceptional compassionate circumstances beyond the control of the student, for example,
bereavement. International students must notify the college of their residential address within 7
days of arriving in Australia. Similarly, they must notify AVLC within 7 days of any change of address
or contact details. Failure to do so must be reported to DIAC and may lead to cancellation of their
visa.
When an international student is absent from AVLC for more than 5 days without approval, or when
they are not consistently attending the course, the college will contact and counsel them.
Provider Registration and International Students Management System (PRISMS) is used to comply
with the following legislative requirements of the ESOS Act 2000:
•
Creating and authorising electronic confirmation of enrolments (e-Coe) for international
students enrolling from offshore and onshore
•
Reporting changes in course enrolment
•
Reporting student non-compliance to visa conditions relating to attendance
•
Reporting student non-compliance to visa conditions relating to satisfactory course progress
Reports student via PRISMS:
•
Does not commence (i.e. does not arrive, or has not arranged with us for a later start because of
health or compassionate reasons)
•
Terminates their studies before the course completion
•
Changes their course or its duration
•
Fails to comply with their visa conditions regarding attendance or course progress.
Staffs are responsible for:
•
Advising students of attendance requirements
Policies and Procedures Manual
Page 50 of 115
Version 8.0: Jan 2014
•
Advising students of expected academic achievements
•
Advising students of the need to keep AVLC informed of their current Australian residential
address and contact details
•
Collecting and maintaining accurate daily records of student attendance
•
Monitoring student attendance and reporting non-attendance to the DOS
The Student Liaison Officers are responsible for:
•
Contacting students when absent, if not making course progress or if failing to inform AVLC of
current residential details firstly by phone
•
Contacting students and arranging appointments with students to counsel them on attendance
or course progress.
•
Maintaining individual student records of counselling.
The CEO is responsible for:
•
Reporting non-conformance with visa conditions to DIAC via PRISMS.
Archiving files
Completed hard copy files are separated from current files and archived by student ID for a period of
2 years. Archived files may be stored at an approved (by CEO) storage facility that is able to safely,
accurately and quickly retrieve stored files when required.
After 2 years they are destroyed by shredding and disposed of in an appropriate manner.
Electronic records of all training and assessment services are carried out in each calendar year and
placed in the archive for that particular year.
All files including (applications, correspondence, assessments and copies of qualification etc) are
kept for 2 years after the qualification has been completed.
Records Retained for Audit
The following records shall be kept and maintained for each registration period and are subject to
audit by ASQA:
•
Policies and procedures
•
Training and assessment strategies
•
Assessment policies, tools and records
•
All RPL records
•
Complaints and Appeals and their outcomes
•
Evidence of continuous improvement
•
Samples of completed assessments
•
Evidence of staff internal professional development and assessment validation
•
Evidence of student participation as per contractual and prescribed requirements
Version Control
AVLC manages and maintains currency of materials and documents through a “Documentation
Version Control System”. This system covers the versioning of all documentation and forms that are
Policies and Procedures Manual
Page 51 of 115
Version 8.0: Jan 2014
produced. All documents and forms are upon creation entered into a central “Version Control
Document Register”.
All documents are required to carry a version number, date of issue, the document name and page
number and a copyright line. This is placed into the document footer and is to look like the example
below.
Policies and Procedures Manual
Page 52 of 115
Version 1: July 09
The font utilized should be the same as the main font of the document and be of 8 points in size.
All previous versions of the document are placed into electronic storage under an ‘archive folder’.
Prior to the release of all new documents, forms and training materials they are forwarded to the
CEO for review and version control audit.
Once the document is cleared for release the older version is archived and all copies of the previous
version are retrieved and destroyed and all relevant information about the new document version is
entered into the “Version Control Document Register”.
As required all new documents are issued to staff via a memo, or are issued at the regular staff
meetings for discussion and dissemination, which requires a signature upon receipt.
Regular review of document currency will take place every six months to ensure consistence.
Assessment Validation Policy
AVLC ensures that it reviews, compares and evaluates its assessment procedures, tools and
evidence on a regular basis to achieve standardisation so that the training outcomes are consistent
and that assessment is valid, reliable, fair and flexible and where necessary AVLC will redefine,
clarify and modify its existing assessment practice.
AVLC will conduct regular validation meetings to assess all of its current assessment procedures,
tools and strategies for each qualification on its scope of registration.
Prior to the commencement of the meeting all participants will be supplied with a pre-reading
overview form, copies of the assessment tools to be validated and copies of the related units of
competency and a copy of the assessment validation checklist. This checklist will be filled out by all
participants and be later used to assist in the outcomes report of the validation meeting.
The validation process will include a sufficient number of trainer and assessors who have
participated in the delivery and assessment of the particular qualification to enable informed
judgments to be made.
Other trainers and assessor who have not been involved in the delivery of training and assessment
within this qualification will also attend this meeting to provide an outside validation of the
assessment process.
The validation process shall determine whether or not the assessment procedures and materials
currently in use are, valid, reliable, fair and flexible in their application and whether they are
considered to be suitable in light of all possible circumstances including reasonable adjustment
requirements.
All opportunities for improvement that are identified from within the validation process will be well
documented and an improvement action record will be raised. In a situation where it is further
considered that an assessment activity may pose a potential risk against the VQF requirements for
assessment (NVR Standard 15.1), then this will be noted and the risk matrix will be updated
accordingly.
Policies and Procedures Manual
Page 52 of 115
Version 8.0: Jan 2014
The DOS will notify all staff of any changes to assessment practices or materials arising from the
validation process. This will allow for feedback from the relevant staff members that may require
further improvements to be made to the practices or materials.
Not at any stage during the validation process review to those present, will the identity of the
trainers and assessors who have developed the assessment tools be revealed.
All those who participate in the validation process will receive a Certificate of Participation and
have the workshop clearly marked on their individual staff professional development record. This
will count towards their professional development portfolio.
Procedure:
The validation meetings includes all trainers, the CEO, the DOS any other individual invited by AVLC
Management to participate including industry stakeholders.
The outcome of each validation undertake is recorded and any further recommendations are raised
on the Corrective Action Report for action.
The validation of assessment plans/ tools/ evidence includes the following steps:
•
Assessment Validation is scheduled to occur on day two of the professional development
workshop
•
The DOS decides upon what assessments will be put forward for validation.
•
Include validation on the agenda of the workshop.
•
All relevant materials for validation are prepared and sent to all attending with professional
development workshop notification information.
•
Record validation part of the meeting in the overall minutes
•
Conduct validation on selected assessment tools using the assessment validation checklist
•
Conduct assessor judgement and evidence validation on selected assessment evidence
•
Record all improvement recommendations on a corrective action report
•
Submit all completed corrective action reports for consideration by Compliance Officer in
consultation with the CEO
•
All completed validation forms to be filed appropriately.
Selecting tools/ evidence to be validated include the following steps:
•
Identify the qualification/ unit to be validated
•
Identify the staff/contractors assessing that qualification
•
Identify assessment/assessment tools used for the qualification/ unit
•
Locate samples of completed assessments if available
•
Make copies of the selected assessment tools/ evidence/ units of competence/ checklists
for all attending the workshop
•
Assessors complete validation checklists and provide recommendations during the
workshop session
Policies and Procedures Manual
Page 53 of 115
Version 8.0: Jan 2014
Client Feedback Policy
AVLC has defined its stakeholders as but not limited to students both current and potential,
members of staff, employer groups, enterprises, various government agencies and bodies,
professional bodies and associations, other learning institutions, industry training advisory bodies
and Industry Skills Councils.
AVLC conducts various types of feedback gathering activities on a regular basis. The feedback activity
is directly linked to continuous improvement activities and is a direct result of the capturing of data
and feedback from all identified stakeholders during the course of normal operations.
Feedback gathering activities can be initiated by any members of staff and is managed and
monitored by the DOS. The feedback gathering process includes but is not limited to:
•
•
•
•
•
•
Gaining feedback from all identified stakeholders at semi - regular intervals, during a training
program such as at induction, the halfway point and on completion
Random feedback gathered from time to time from the various stakeholders
Feedback from the assessment and RPL processes
Assessment validation feedback
Enrolment and induction feedback
Stakeholder feedback on learning and assessment strategies
This feedback is compiled into a summary report that is then submitted to management for review.
From this review changes may need to be implemented into components of the overall management
system.
All changes that are required to be implemented are to be recorded onto continuous improvement
requests for action. All areas identified as potential risks will be added to the risk assessment matrix
and a mitigation strategy will be created as per the requirements of the risk assessment policy.
Information on the feedback summary reports will be disseminated at staff meetings allowing staff
the opportunity to comment.
Training and Assessment Strategy Policy
AVLC will identify, negotiate, plan and implement the appropriate training and assessment strategies
to meet the needs of each of its clients for all qualification currently on its scope of registration.
AVLC will develop and implement strategies for training delivery and assessment for each
qualification on its scope of registration.
Each training and assessment strategy will be required to identify the proposed target groups,
learning and assessment modes and strategies, the assessment validation processes to be utilised
and the pathways available for further training options and they will be developed in full
consultation with the relevant enterprises and industries.
AVLC will review, compare and evaluate its current assessment processes, tools and evidence that
are contributing to judgments by way of validation meetings with a range of assessors who are
delivering the same competency standards.
Policies and Procedures Manual
Page 54 of 115
Version 8.0: Jan 2014
AVLC will document any action taken to improve the quality and consistency of the assessment and
the relevant assessment tools.
AVLC will ensure that whilst developing, adapting or delivering training and or assessment products
and services:
•
•
•
•
•
•
•
All methods used to identify learning needs, and methods for designing training and
assessment materials are fully documented;
The requirements of the relevant National Training Package or accredited course curriculum
are met;
Steps are taken to manage the transition to reviewed Training Packages within 12 months of
their publication;
Core and elective units, as appropriate, are identified;
Customisation meets the requirements specified in the relevant Training Package;
Language, literacy and numeracy requirements develop the learning capacity of the
individual and are consistent with the essential requirements for workplace performance
specified in the relevant units of competency or outcomes of accredited courses;
Delivery modes and training and assessment materials which meet the needs of a diverse
range of clients are identified;
AVLC will ensure that it has access to the staff, facilities, equipment, training and assessment
materials required to provide the training and/or assessment services within its scope of registration
and scale of operations, to accommodate client numbers, client needs, delivery methods and
assessment.
National Recognition
AVLC will recognise all Australian Qualification Framework qualifications and statements of
attainment issued by all other registered training organisations within Australia.
AVLC will check that the stated registered training organisation is able to actually issue the
qualification or statement of attainment presented. AVLC acknowledge that from time to time this
information may not be able to be verified and in that situation AVLC will accept the submitted
document on face value.
Procedure
• The Marketing Manager will ensure that all information and marketing material that is
provided to all students whether they be current or potential contains advice that AVLC will
recognise all AQF qualifications and statements of attainment issued by other registered
training organisations prior to authorising the distribution of the said student information
and marketing materials. This includes but is not limited to flyers, course prospectuses,
brochures and web sites
• The CEO will ensure that all AVLC employees either full-time or contract have been informed
of their obligations in relation to national recognition.
• The Compliance Officer will further ensure that the staff handbook contains the appropriate
references in relation to national recognition and that this information and this policy is
disseminated during staff induction and future staff meetings (as required).
Policies and Procedures Manual
Page 55 of 115
Version 8.0: Jan 2014
•
•
•
AVLC students who will be seeking national recognition for a AQF qualification and or
statements of attainment awarded to them by another recognised training organisation are
required to:
o Fill out a AVLC Recognition of Prior Learning (RPL) form stating what units of
competency or qualification they wish to gain national recognition for
o Present the original documents for copying or appropriately verified copies of
original documents (this meaning a copy of the original document sighted and
signed of this fact by a registered JP) Copies of the presented document and the RPL
application will be kept on the individual student’s file.
The DOS or the designated employee will validate the AQF qualification and or statement of
attainment presented for national recognition by:
o Contacting the issuing registered training organisation to confirm that the document
is authentic.
o Check the issuing registered training organisation on the Training.gov.au (TGA)
website to confirm that the issuing organisation is still registered and that their
existing scope of registration allows for the issuing of the presented AQF
qualification or statement of attainment
All verified AQF qualifications and statements of attainment will be appropriately recorded.
In a situation where the DOS or designed employee has any concerns with the level of competence
of the person who has been issued the qualification or statement of attainment a number of options
are available:
o Contact the issuing registered training organisation and discuss the concerns
o Contract ASQA in relation to the concern and lodge the concern in writing
Note: Any raised concerns must not at any stage impact upon the student requesting national
recognition.
Identifying Learning Needs
AVLC will follow the processes outlined within this document to ensure that we are correctly
identifying the individual learning needs of our students.
Workplace and competency based training draws strength from the knowledge that people learn
most effectively when they can relate what they have learnt to their workplace and life situations.
Language, Literacy and Numeracy are important aspects of vocational training.
Language, Literacy & Numeracy assessments are undertaken to ensure students are given every
opportunity for success in their training.
The level of Language, Literacy & Numeracy skills possessed by individual students will impact on
their capacity to achieve the competencies in their training programs.
Definitions
Language is simply the mechanism we use to communicate with other people in a range of
situations. We use language to communicate verbally and in writing. Language is made up of
grammar, vocabulary, sentence structure and the non-verbal messages we communicate with our
bodies.
Policies and Procedures Manual
Page 56 of 115
Version 8.0: Jan 2014
Literacy is the ability to read printed material, symbols and signs and to write effectively so we can
be understood in a range of work and social settings. Literacy involves speaking, listening, reading,
writing and critical thinking. It includes the cultural knowledge to recognise and use language
appropriate to the situation.
Numeracy in the workplace is the ability to use and understand numbers, graphs, charts, tables,
diagrams, shapes and measurement. It is about being able to make the mathematical calculations
required to satisfactorily complete a work task.
Rationale
There are a number of things that can get in the way of effective communication in business &
industry, and therefore, impact on the success of workplace & competency based training:
•
•
•
•
In some technical areas, different terminology may be used from office to office,
industry to industry, state to state
People may find themselves working in locations where they have difficulty
understanding those they interact with
People may find themselves having difficulty speaking and understanding spoken
English or reading or writing in English
They may have difficulty completing basic mathematical calculations
Student Confidentiality
Students may not want to discuss any language, literacy or numeracy problems they have. All
Trainers will be sensitive to this. If they haven’t identified a problem and you have, you will have to
consider whether you will address this directly or indirectly with them.
If they have told you about their language, literacy and numeracy ability, make sure they know this
information will be treated confidentially. This is an important step in building a trusting relationship
with the student so they feel comfortable to learn from you.
Any written documentation on particular students should be kept in their personal file where access
to it is limited.
Why difficulties occur
A person may experience difficulty with Language, Literacy or Numeracy for any number of reasons:
•
•
•
•
•
•
•
•
They may come from a non-English speaking country or culture
They may have highly developed skills in their first language, but not in English
They may be able to read English better than they can speak it
They may have limited reading or writing skill
A person born in an English speaking country will most likely speak English well and
may be OK at reading, but may have difficulty with writing
Some people are more comfortable with speaking rather than reading or writing. For
example, some famous actors prefer to have scripts given to them on audio-tape,
rather than to have to read them
Some people may have a sight or hearing disability
They may have a specific learning disability or intellectual disability
Policies and Procedures Manual
Page 57 of 115
Version 8.0: Jan 2014
•
•
They may have missed out on basic education or skills training
They may come from diverse cultural traditions and be unfamiliar with western
approaches to education and training
Language, Literacy & Numeracy Assessment
A preliminary assessment of Language, Literacy & Numeracy skills will assist trainers to identify any
additional support that may be required for the successful achievement of competencies by the
student – or may indicate if alternative training is required.
All students embarking on a training program are required to adopt Language, Literacy & Numeracy
skills specific to the task or occupation in which they are employed. Vocational trainers should
provide clear instructions and ample opportunities for practice when reading, writing, oral or
numeracy skills are required as part of the competency being assessed.
The simple Language, Literacy & Numeracy “analysis” of students outlined below should be part of
an initial assessment undertaken in all training by trainers & assessors.
Initial discussions with the agent should determine the following:
•
•
•
•
•
•
What sorts of things does a student need to be able to write, read, verbally
communicate, listen to and understand in order to complete the task satisfactorily?
Are there any mathematical calculations involved?
Make a list of the language, literacy and numeracy tasks
For each item on the list decide if it is a small part of the task, a large part of the task
or absolutely essential for completing the task. How important is it?
Make sure the language and literacy level is not set too high
Check that the level of the language, literacy or numeracy activities are no greater
than the competency requirement
Initial Assessment of students
An initial assessment of the skill level of a particular student will provide an indicator of additional
training requirements. Additional professional assistance may be necessary to properly ascertain
requirements.
This initial assessment could include:
• Discussions with the student about prior education & experience
• An electronic assessment of literacy and oral skills
• Questionnaire
• Self-identification checklist
• Records of previous skills, education & training
• A screening test
• A combination of the above.
The initial assessment, in essence, is an observational analysis undertaken during the sign-up &
registration process.
All students are required to complete the Application Form. This includes statistical information
required by various Government agencies and the information collected is mandatory.
Policies and Procedures Manual
Page 58 of 115
Version 8.0: Jan 2014
Discussions between the trainer/assessor and the student should occur about the nature, purpose
and extent of the training which is to take place. This will provide some information about the
student’s LL&N skill levels.
The trainer/assessor should observe the student as they step through the completion of the form
and, by simply observing how the student is able to complete the form, make an initial
determination of the ability of the student with regards to LL&N skill levels.
If the student
•
•
•
•
Does not understand the trainer/assessor’s explanation
Has difficulty understanding the questions on the registration form, or
Is not able to complete the form on their own
The need for additional analysis or support may be indicated – this should be
communicated to the DOS for further action.
The DOS will, in consultation with the trainer/assessor, determine what, if any, further action will be
appropriate in the circumstances to ensure the success of the training outcomes for all stakeholders.
Those students with insufficient skill levels in Language, Literacy & Numeracy may have to be
referred to alternative training in order to achieve the level of competency required.
Communicating with people with language difficulties:
•
•
•
•
•
•
•
•
•
•
•
•
Speak slowly and clearly and use simple complete sentences
Use active voice
Avoid speaking ‘broken’ English or talking down to learners
Stick to the topic - don’t add irrelevant words or talk about unrelated topics
Demonstrate tasks wherever possible
Use non-verbal cues such as hand movements, facial and body gestures (smiling,
nodding your head, pointing) to emphasise meaning
Repeat instructions calmly and clearly until you are sure the student can do the task
Tell students about English language and literacy support and further training
opportunities available
Do not shout - remember, raising your voice does not add meaning
Repeat and summarise information frequently
Use key words and short sentences to compile written summaries for future
reference
Explain workplace terms in everyday language
Developing training materials:
Any written workplace training materials should:
• Use simple language
• Remove unnecessary words
• Avoid jargon
• Use concrete words
• Avoid sexist words
• Use short sentences
• Have short paragraphs
• Use lots of white space
Policies and Procedures Manual
Page 59 of 115
Version 8.0: Jan 2014
•
•
•
•
•
Have lots of headings and sub-headings
Use dot points or numbers
Avoid using capital letters
Be explained by the trainer, and
Supported with a variety of learning resources
Any instructions given by a workplace trainer should:
• Use simple, familiar words
• Avoid jargon
• Use short sentences
• Have a clear order of information
• Follow the same order as the steps in the task
• Keep to the point, and
• Be easy to hear
Language, Literacy and Numeracy Policy
All courses at AVLC are delivered in English. It is essential that the student has language, literacy and
numeracy skills sufficient to approach training and assessment at the level of competency reflect in
the AQF qualification and detailed in the Training Package from which their course of study is drawn.
Language, literacy and numeracy skills cannot be taken as “demonstrated” just because the student
participates in work or completes an application form. Language, literacy and numeracy skills may
underpin many tasks but will not necessarily reflect a student’s ability.
Trainers can check this by referring to the Performance criteria, range of variables and Evidence
Guide in the package. The VQF makes clear that RTOs must disseminate clear information to each
client, prior to enrolment, about provision for language, literacy and numeracy assessment. This
does not mean that all students must be tested or pre-assessed for language, literacy or Numeracy.
Indeed it does not specify that anyone or specific form of assessment be applied to determine skills.
Some students, especially those for whom English is not their first language, need to learn specific
vocational (industry) vocabulary and grammatical structures. This can be provided through a number
of different support options, including:
• A study mentor or buddy who shares the same language skills
• The provision of additional time for tuition, and
• One to one tutoring
AVLC endeavours to ensure its training design supports learners, by allowing flexibility within
delivery and assessment (under guidance of the training package), employing strategies such as:
• Use of demonstration
• Verbal explanations
• Use of diagrams/charts
• Decreasing reliance on written forms and text
• Incorporating actual workplace materials, or modelling tasks on familiar workplace activities
Policies and Procedures Manual
Page 60 of 115
Version 8.0: Jan 2014
Assessing English Language Proficiency Procedure
All international students must meet the minimum English entry requirements of the course they are
applying for. The details are as listed below:
ENTRY REQUIREMENT
Assessment
Level
1
2
3
4
English Level Requirement
No requirements
No requirements
4.5 IELTS with a preliminary
30 week maximum ELICOS
course or 5.5 IELTS.
5.0 IELTS with a preliminary
20 week maximum ELICOS
course or 5.5 IELTS with no
preliminary ELICOS course
Academic Background
No requirements
No requirements
Academic transcripts showing that you have successfully completed a
substantial part of a course leading to a qualification from the AQF at
Certificate IV level or higher as the holder of a student visa not more than 2
years before your visa application.
Note: This does include foundation courses.
Academic transcripts showing that you have successfully completed a
substantial part of a course leading to a qualification from the AQF at
Certificate IV level or higher as the holder of a student visa not more than 2
years before your visa application.
Note: This does include foundation courses.
Applying Students complete the application form, signed and dated where required and
accompanied by verified evidence of qualifications, work experience (if relevant) and IELTS results or
proof of an accepted equivalent.
The processing person will review the application and determine if an offer should be made on the
basis of the entry requirements for the qualification and with reference to the Entry requirements
form from DIAC which outlines year 12 equivalency in a number of countries and the IELTS
requirements.
If the applying student has satisfactorily met all entry requirements, including English, an
unconditional offer will be issued.
If there are any requirements not met an offer conditional to the student satisfying the outstanding
criteria will be issued instead. All offers must be signed and dated on the application form by the
CEO.
The IELTS provided must have been taken no more than two years before the time of application.
Marketing & Advertising
It is AVLC’s policy to ensure that all marketing of training activities will be conducted with integrity,
accuracy and professionalism, avoiding vague, misleading or ambiguous statements.
All marketing and advertising of AVLC’s training delivery and assessment services is the responsibility
of the Marketing Manager.
Policies and Procedures Manual
Page 61 of 115
Version 8.0: Jan 2014
All information that is provided to prospective students is accurate, professional and in plain English.
Emails, website and flyers are the predominant forms of advertising conducted by AVLC.
AVLC will take all reasonable steps to ensure that the information included in marketing materials is
accurate. The CEO will ensure the following practices are adhered to by:
•
•
•
•
•
•
•
•
•
•
•
Obtaining written permission before use of information about any individual or organisation
in any marketing materials (This includes newspapers, magazines, brochures, flyers, radio
and television advertising) and will abide by any conditions that are place upon the use of
that information
At all times accurately represent all of its training and assessment services to all prospective
clients and stakeholders
Ensuring that all individuals or organisations are provided with full details of any conditions
in any contractual arrangements related to marketing and advertising
AQF qualifications will only be advertised if AVLC is registered with the scope to deliver
those qualifications
Clearly identifying nationally recognised training products (AQF qualifications) separately
from courses recognised by other bodies (industry groups such as Work Cover) or without
recognised status
Only using the Nationally Recognised Training logo on relevant qualifications or awards
when the participants have satisfactorily completed all requirements and/or achieved the
stated competencies
Adhere to the guidelines and specifications of use in marketing and advertising materials of
the Nationally Recognised Training logos
Using the correct names of all training packages on the AVLC scope of registration
Ensuring that AVLC’s National provider number is displayed on all appropriate marketing and
advertising materials
Ensuring that the correct CRICOS course code and provider number will be used on all
advertising aimed at the international student market.
Ensuring all marketing or promotional literature and general media advertising will not:
o Encourage unrealistic expectations about the level of qualifications attainable and
the facilities and equipment provided; or
o Make any claim to approval or recognition that is inaccurate or use misleading or
false comparisons of courses with others provided by competitors; or
o Make any misleading statements concerning the qualifications or experience of its
staff; or
o Make misleading or false statements about the prospects of employment following
the completion of training.
Marketing Approval Procedure
1. All prospective advertising and marketing activities are discussed by the CEO and Marketing
Manager. This meeting will establish the need for the activities and the type of material to
be produced.
2. The Marketing Manager will create the draft version of the marketing materials.
3. The draft version of the marketing material is then submitted to the CEO for review and
comment.
4. Once the review has taken place, the draft material is returned to the Marketing Manager
for adjustment and finalization
5. The final version of the marketing material is then resubmitted to the CEO for final approval
Policies and Procedures Manual
Page 62 of 115
Version 8.0: Jan 2014
6. If further adjustments are required the materials will be returned to the Marketing Manager
will the appropriate adjustments marked for adjustment.
7. If no further adjustments are required the marketing material will then be reviewed and
signed off by the CEO as per the requirements of the advertising and marketing checklist.
8. The signoff version of the marketing materials and the completed advertising and marketing
checklist will then be filed.
Compliance with Legislation
AVLC will ensure compliance with all Commonwealth, State/Territory legislation and regulatory
requirements relevant to its operations and ensures this is integrated into its policies and
procedures. In particular it complies with the requirements and standards set down in the National
Vocational Education and Training Regulator Act 2011, Educational Services for Overseas Students
Act 2000 and its National Code of Practice 2007 and the VET Quality Framework (VQF).
AVLC complies with all Federal and State legislation relating to the following:
• Complaints and Consumer Rights
• Discrimination and Human Rights equal opportunity, racial vilification, disability
discrimination
• Employment Rights, including Work Health and Safety and Workers Compensation
• Ethics, Freedom of Information and Privacy
Relevant New South Wales legislation can be found at:
• http://www.legislation.nsw.gov.au/
• www.austlii.edu.au
Relevant Federal legislation can be found at:
• www.comlaw.gov.au/
Relevant information on the VET Quality Framework can be found at:
• www.asqa.gov.au/
AVLC ensure that all:
• Staff are provided with information about legislation that significantly affects their duties;
and
• Students are provided with information about legislation that significantly affects their
participation in their study program.
All staff and students of AVLC are provided with information and are required to be aware of their
rights and responsibilities under the Commonwealth and State legislation listed below.
All staff is made aware of the relevant legislation via access to the relevant Intranet sites, and
periodically particular aspects are the subject of staff meetings and professional development
sessions.
Students are advised of the below mentioned legislation at Induction and in the Student Handbook.
The legislation that governs AVLC’s compliance as a registered provider of education and training for
both domestic and overseas students includes:
•
•
Education Services for Overseas Students (ESOS) Act 2000
ESOS Regulations (2001)
Policies and Procedures Manual
Page 63 of 115
Version 8.0: Jan 2014
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
National Code of Practice for Registration Authorities and Providers of Education and
Training to Overseas Students (National Code of Practice 2007)
VET Quality Framework (VQF)
National Vocational Education and Training Regulator Act 2011
Human rights and Equal Opportunity Commission (HREOC) Act 1996
Commonwealth Affirmative Action (Equal Employment for Women) Act (1986)
Commonwealth Racial Discrimination Act (1975)
Commonwealth Industrial Relations Act (1998)
Commonwealth Sex Discrimination Act (1984)
Commonwealth Industrial Relations Reform Act (1993)
Commonwealth Racial Hatred Act (1995)
Commonwealth Disability Discrimination Act (1993)
NSW Anti-Discrimination Act 1977
Copyright Act 1968
Equal Opportunity Act
Work Health and Safety Act (2011)
Work Health and Safety (Savings and Transitional) Regulation 2011
Workers Compensation Act
NSW Anti-discrimination Act 1977
Discussion of the above-mentioned legislation occurs at staff meetings and students are informed of
their obligations during Induction and from time to time throughout their program.
Transition to New or Reviewed Training Packages Policy & Procedure
Training packages/curriculum are regularly reviewed and revised to ensure they meet current
industry needs. It is a requirement under the VQF to ensure that steps are taken to manage the
transition to new or reviewed Training Packages within 12 months of their publication.
Transition arrangements apply when existing training package qualifications or accredited courses
are replaced by qualifications from a new or revised training package or course. The following steps
of procedure have been provided as a guide.
1
Identify if course needs to be added to Scope of Registration
2
Planning actions including review, development and drafting of the course against current
training package
3
Consultation and Drafting with relevant stakeholders
4
Authorisation of new or amended course program
5
Ensure course marketing materials are current and accurately reflect new/revised course details
and selection requirements
6
Implementation and
Inform student recruitment of any changes in selection
procedures/requirements
7
Notify Students who may be disadvantaged by changes and college administrative officers and
Industry partners
Policies and Procedures Manual
Page 64 of 115
Version 8.0: Jan 2014
Review of the course program
8
Critical Incident Policy
AVLC recognises that a duty of care is owed to its students and that planning for the management of
a critical incident is essential.
A critical incident is a traumatic event, or the threat of such (within or outside Australia) which
causes extreme stress, fear or injury. This may include but is not limited to:
•
•
•
•
•
•
•
•
•
Serious injury, illness or death of a student or staff
Students or staff lost or injured on an excursion
A missing student
Severe verbal or psychological aggression
Physical assault
Student or staff witnessing a serious accident or incident of violence
Natural disaster e.g. earthquake, flood, windstorm, hailstorm or extremes of
temperature
Fire, bomb threat, explosion, gas or chemical hazard
Social issues e.g. drug use, sexual assault
Critical Incident Committee
AVLC has a Critical Incident Committee to assist the CEO in the prevention and management of
critical incidents at AVLC, or off campus in the case of an overseas student for whom the college has
undertaken care responsibilities.
The CEO is the critical incident team leader.
The Critical Incident Committee also includes:
•
Chief Executive Officer
•
Compliance Officer
•
Student Liaison Officers
•
DOS
The responsibilities of the committee include:
•
Risk assessment of hazards and situations which may require emergency action
•
Analysis of requirements to address these hazards
•
Establishment of liaison with all relevant emergency services e.g. Police, fire brigade,
ambulance, hospital, poisons information centre, community health services
•
24 hour access to contact details for all relevant staff members needed in the event of a
critical incident e.g. College counsellor, welfare officer, legal services, college security
•
Development of a critical incident plan for each critical incident identified
•
Dissemination of planned procedures
•
Organisation of practice drills
•
Regular review of the critical incident plan
•
Assisting with implementation of the critical incident plan
•
Arranging appropriate staff development
•
Budget allocation for emergencies
Policies and Procedures Manual
Page 65 of 115
Version 8.0: Jan 2014
Critical Incident Plans
All critical incident plans assign responsibilities among relevant staff members; cover all the actions
to be taken and timelines for doing so.
Immediate Action (within 24 hours)
•
Identify the nature of the critical incident
•
Notification of the critical incident committee/team leader
•
Implement the appropriate management plan or action strategy
•
Assignment of duties and resources to college staff
•
Seeking advice and help from any necessary emergency services/hospital/medical
services
•
Dissemination of information to parents and family members
•
Completion of a critical incident report
•
Media response if required (see below)
•
Assess the need for support and counselling for those directly and indirectly involved
Additional Action (48 – 72 hours)
•
Assess the need for support and counselling for those directly and indirectly involved
(ongoing)
•
Provide staff and students with factual information as appropriate
•
Restore normal functioning and college delivery
Follow-up – monitoring, support, evaluation
•
Identification of any other people who may be affected by critical incident and access of
support services for affected community members
•
Maintain contact with any injured/affected parties
•
Provision of accurate information to staff and students where appropriate
•
Evaluation of critical incident management
•
Be aware of any possible longer term disturbances e.g. inquests, legal proceedings
Resources
The nature of critical incidents is such that resources cannot always be provided in anticipation of
events. The critical incident committee uses its discretion to provide adequate resources – both
physical and personnel – to meet the needs of specific situations. Staff will be reimbursed for any
out-of-pocket expenses.
Managing the Media
a)
Manage access of the media to the scene, and to staff, students and relatives
b)
The CEO should normally handle all initial media calls
c)
Determine what the official response will be
d)
All facts should be checked before speaking to the media
e)
If accurate information is unavailable or the issue is of a sensitive nature, explain that
questions cannot be answered at this time
f)
Avoid implying blame or fault for any part of the incident as this can have significant
legal implications
g)
The CEO may delegate media liaison to another member of staff
Evaluation and review of management plan
After every critical incident, a meeting of the critical incident committee will be held to evaluate the
critical incident report and the effectiveness of the management plan and to make modifications if
Policies and Procedures Manual
Page 66 of 115
Version 8.0: Jan 2014
required. If appropriate this process will incorporate feedback from all staff, students and local
community representatives.
Example of a critical incident plan - injury to overseas student
Immediate Action (within 24 hours)
Identify the nature of the critical incident
The person, who is initially notified of the incident should get as much information as possible
regarding the nature of the critical incident.
•
Where did the injury occur? On campus or off?
•
How severe is the nature of the injury?
•
Where is the student now?
•
Is the student in hospital?
•
Has an ambulance been called?
•
Is an interpreter required?
The information should be documented for further reference.
Notification of the critical incident committee/team leader
The person who is initially notified of the incident should notify the critical incident team leader
immediately.
Assignment of duties to AVLC staff
•
The critical incident team leader will identify the staff member responsible for any
immediate action.
•
The incident will then be referred to the identified staff member.
•
The responsible staff member should keep in close contact with the critical incident
team leader and any other staff members as required.
Implement the appropriate management plan or action strategy
•
If the student is on campus
•
Ensure appropriate intervention to minimise additional injury
•
Provide first aid where necessary
•
Ascertain seriousness of injury
•
Call ambulance if required
•
If ambulance is required, accompany student to hospital
•
Ascertain seriousness of injury from hospital staff
•
If ambulance is not required accompany student to relevant medical service e.g. doctor
•
If the student is off-campus
o
If situation appears serious, call an ambulance and either meet the ambulance at
the student’s location or at the hospital
o
Otherwise go to location of student
o
Provide first aid where necessary
o
Ascertain seriousness of injury
o
Call ambulance if required
o
If ambulance is required, accompany student to hospital
o
Ascertain seriousness of injury from hospital staff
Policies and Procedures Manual
Page 67 of 115
Version 8.0: Jan 2014
o
If ambulance is not required accompany student to relevant medical service e.g.
doctor
•
If the student has already been taken to hospital
o
Go to hospital
o
Ascertain seriousness of injury from hospital staff
•
•
Dissemination of information to parents and family members
When there are a number of people to contact, the college should attempt to
simultaneously contact all parties.
Contact the parents/legal guardian of the student if applicable
Contact the carer of the student e.g. they may be living with a relative
•
•
Completion of a critical incident report
Media response if required
Inform critical team leader of any relevant factual information to be conveyed to the media liaison.
Assess the need for support and counselling for those directly and indirectly involved
If the student is seriously injured or requires hospitalisation, AVLC should enlist aid of overseas
consular staff to assist the family if they are travelling to Australia, with interpreting services to aid in
communication with the relevant medical services and with counselling services if required.
AVLC should assess whether other staff and students have been affected by the incident and provide
support and counselling as required.
AVLC should also contact DIAC and inform them of the incident.
Additional Action (48 – 72 hours)
Assess the need for support and counselling for those directly and indirectly involved (ongoing)
Provide staff and students with factual information as appropriate
•
Depending on the nature of the incident, it may be appropriate for the CEO to address the
college and inform them of the facts of the incident and the condition of the student
concerned.
Restore normal functioning and AVLC delivery of studies
•
Where the incident occurred on college premises, there will be other procedures to follow in
relation to any possible safety issues and AVLC’s legal obligations. The critical incident
committee should identify the appropriate staff member to follow up these issues.
Follow-up – monitoring, support, evaluation
Identification of any other people who may be affected by critical incident and access of support
services for affected community members
•
The effects of traumatic incidents can be delayed in some people; AVLC needs to be aware of
any emerging need for support and/or counselling.
Maintain contact with any injured/affected parties
Policies and Procedures Manual
Page 68 of 115
Version 8.0: Jan 2014
If the student is in hospital for some time, AVLC needs to maintain contact with the student and
their family.
•
Support and assistance for the student and family
•
Depending on the condition of the student, AVLC could provide college work for the student
to enable them to remain in touch with AVLC activities
•
Discuss with the family any required changes to the enrolment of the student e.g. suspension
or cancellation of enrolment and make any changes required on PRISMS
Provision of accurate information to staff and students where appropriate
•
Depending on the nature of the incident, it may be appropriate for the CEO to address the
college and inform them of the facts of the incident and the condition of the student
concerned.
Evaluation of critical incident management
•
The critical incident committee should be held to evaluate the critical incident report and the
effectiveness of the management plan and to make modifications if required.
Be aware of any possible longer term effects on AVLC and student well-being e.g. inquests, legal
proceedings.
Staff Recruitment Policy
This policy is intended to guide staff during recruitment, to ensure a highly skilled and diverse
workforce with the appropriate experience and qualifications required by either legislation or AVLC.
It is AVLC aim to recruit, motivate and retain qualified and skilled staff appropriate to the current
and future needs of AVLC.
The appointment process will be consistent with relevant awards, certified agreements, college
policy and be in the best interest of the college and the candidates.
The CEO is responsible for implementation of this policy.
Recruitment and selection
The management of the recruitment and selection process will enhance AVLC reputation as an
employer of choice.
Recruitment will be conducted by staff who is informed about effective and equitable recruitment
processes.
The selection processes will be designed to assess applicants against the selection criteria for the
role. The processes will reflect good human resource practice, and be:
Merit based, providing evidence of the required capabilities
• Confidential
• Transparent
• Timely and cost efficient
• Effective
• Free from conflict of interest
Policies and Procedures Manual
Page 69 of 115
Version 8.0: Jan 2014
It is the responsibility of the DOS and the CEO to ensure that the selection process meets the above
criteria and that the process is conducted as evidence based process.
Applicant will be treated with respect throughout the recruitment process, provided with sufficient
information to make an informed choice of their suitability for the role, have their personal
documentation held in confidence, be informed of the outcomes in a timely manner, and have
access to feedback.
Advertising of vacant position
Normally all vacant positions will be advertised externally in the media. In any of the following
circumstances, appointment may be made without external advertisement:
• Wherein work is required for specific limited purpose, an appointment to a time limited
contract may be made without advertisement.
• Where a staff member has been appointed on a time based contract and has proven to
perform satisfactorily in the role, the position can be deemed ongoing by AVLC if it is
considered that advertising in unlikely to attract a more suitable candidate.
Appointment & Working with Children
Appointment may only be made if the CEO has approved the position description.
All appointees will be required to sign an employment agreement which outlines the terms and
conditions of the position.
Before commencement of employment the potential new staff member must have a background
check via https://check.kids.nsw.gov.au/ done to make sure they are approved to work with
children. New staff must consent to these checks using the Working With Children Check Consent
and Declaration form.
Probation
New appointment to all positions will be subject to a probation period. The probation period term
will be stated at the interview and again in the letter of offer to the successful applicant. As a general
guide:
• Teaching and management positions will have a probation period of 3 months.
Implementation Procedure
AVLC is committed to ensuring that each staff member who is involved in training, assessment or
client services and administration is competent for the functions that they perform. We do this by:
•
•
•
•
Having clearly defined roles specified in the Position Statements
Following the Staff Recruitment Policy, which includes recruiting staff based on the
competencies required, as spelled out in the current SNR Standards, the National Training
Package for Training and Assessment TAE10, or any other applicable National Training
Package.
Inducting staff in a structured manner, following the Staff Induction Policy.
Ensuring that all staff hold qualifications and are competent as per the current training
package for workplace assessment and training. We do this initially by sighting and taking a
copy of original qualifications from all staff that we hire.
Policies and Procedures Manual
Page 70 of 115
Version 8.0: Jan 2014
•
•
Ensuring that staff maintain competency, by undertaking regular reviews of training and
assessment materials with staff, undertaking skills audit of staff, and by undertaking regular
client evaluation surveys.
Continue to develop and up-grade the skills of staff by following regular general professional
development activities as well as customized individual professional development activities.
Validation of Qualifications
To validate the qualifications of a potential employee the following steps must be undertaken:
1. The potential employee must present their qualifications in the form of the original issued
certificate and transcripts.
2. The DOS will determine whether the qualifications have been issued by another RTO and
whether they were issued to the potential employee.
3. The DOS is to contact the qualification issuer for endorsement, quoting the certificate
number and asking for confirmation of the recipient.
4. Each copy of the qualifications is to be certified by the DOS as “I certify this to be a true copy
of the original”. <Signed > < Date>.
Validation of Workplace Experience
To validate the workplace experience of a potential employee the following steps must be
undertaken:
1. The DOS must have confirmed the vocational experience listed on a current resume of the
potential employee.
2. The DOS is to conduct all the necessary phone calls and contacts with past and present
employers that can confirm the accuracy of the information provided on the resume
submitted by the potential employee.
3. In addition, the DOS is to determine whether the potential applicant has the required skills
as listed on the vocational competencies form by discussion with the Referees.
4. Records of the discussions conducted with referees shall be made on the resume, with, as a
minimum:
• Name of the referee
• Date and time of contact
• Position and relationship with the applicant
• Paraphrasing of the referees’ comments.
5. The formal validation of the resume is to be acknowledged as a signature and date of the
DOS with the words:
<Verified by ………………… on …………………>
6. In a situation where the reference is inconclusive, the DOS shall conduct a practical
assessment of the potential employee and where borderline, the DOS shall sit in on classes
conducted by the potential employee should appointment proceed.
Staff Induction Policy
AVLC will ensure that all new staff are provided with a detailed and structure induction program.
This program is designed and structure to provide the new staff member with a complete overview
of the organisation and its many functions.
The induction program will be conducted by members of the AVLC management dependent on the
nature of the work the person will be engaged in and the availability of senior staff.
Policies and Procedures Manual
Page 71 of 115
Version 8.0: Jan 2014
The induction program and contents will vary to some extent dependent on the nature of the work
and the level of responsibility of the new staff.
Procedure
The AVLC induction program is outlined as follows:
• A guided tour of facilities including staff kitchen, administration office, toilets, etc.
• Copies of the Student Handbook, Policy and Procedure Manual and Operational Forms for
reading and familiarisation.
• A copy of the VQF and the National Code of Practice
• Instruction on our OH&S guidelines and procedures
• A demonstration on how our business equipment operates such as photocopier and fax
machine and also shown where stationary, training and student resources are kept
• Information on Version Control of all documents and shown where current and up to date
document versions are located and where to locate the Version Control Registers
• An introduction to all staff and had their job roles explained
• Information on the staff responsibilities for access and equity
• Information on the staff responsibilities under the National Code of Practice and the ESOS
Act.
• Information on competency based training and assessment if applicable
• Information about all vocational courses offered this includes but is not limited to national
training package information on the individual qualifications of scope, assessment guidelines
and training and assessment tools and also information about all non-accredited courses
offered by AVLC if applicable
• Information on the various Commonwealth and State legislative requirements such as
WH&S Act, National Vocational Education and Training Regulator Act 2011, etc.
• The opportunity to plan and organise their first week of lessons in accordance with the
relevant subject’s national training package requirements. Checking of all lesson plans and
resources required by the DOS if applicable.
Staff Development
The purpose of this policy is intended to ensure that all employees of AVLC are provided with the
opportunities for professional development of their skill sets. AVLC is committed to the professional
development of the training and administration staff, to maintain skilled, flexible and effective
training delivery.
Training and Administration staff undertakes professional development programs that will be
monitored to ensure that they meet current vocational competencies / industry requirements. Staff
who work or train with International Participants will be required to maintain currency with
Commonwealth Legislative requirements as it relates to their area. Initial briefing will occur at
Induction Training.
A register of Staff Professional Development will be maintained, including copies of any relevant
certification.
All staff will be provided with opportunities to attend external workshops that are relevant to their
area of expertise.
Policies and Procedures Manual
Page 72 of 115
Version 8.0: Jan 2014
AVLC will regularly hold internal professional development workshops and assessment validation
sessions that will be held when there are study breaks for students. These workshops are designed
to provide staff with update information on changes to AVLC and the VET sector as appropriate.
Where appropriate staff will be provided with a CD contain all information and additional resources
discussed to these workshops.
Student Attendance
AVLC has implemented the DIISRTE- DAIC (DIBP) Course Progress Policy and Procedures, available at
https://aei.gov.au/Regulatory-Information/Education-Services-for-Overseas-Students-ESOSLegislativeFramework/ESOSQuickInformation/Documents/ESOS%20Factsheets/ESOS%20Factsheets%202012/
DIISRTE-DIAC%20Course%20Progress%20Policy.pdf and as such is not required for ESOS purposes to
monitor attendance. AVLC is required to monitor record and assess the course progress of each
student for the course in which the student is currently enrolled as per the National Code 2007
Standard 11.2.
Course Progress Monitoring
1 Background
The National Code 2007 Standards 9, 10 and 11 relate to course progression/completion, the
monitoring of student progress, and strategies for intervention when student progress is not
satisfactory. This policy is designed to ensure that Australian Vocational Learning Centre (AVLC)
systematically monitor students’ compliance with student visa conditions relating to attendance and
students’ course progress, is proactive in notifying and counseling students who are at risk of failing
to meet their attendance and course progress requirements and reports students, under section 19
of the ESOS Act 2, who have breached the attendance and course progress requirements.
2. Monitoring Attendance
AVLC has implemented the DIISRTE- DAIC (DIBP) Course Progress Policy and Procedures, available at
https://aei.gov.au/Regulatory-Information/Education-Services-for-Overseas-Students-ESOSLegislativeFramework/ESOSQuickInformation/Documents/ESOS%20Factsheets/ESOS%20Factsheets%202012/
DIISRTE-DIAC%20Course%20Progress%20Policy.pdf and as such is not required for ESOS purposes to
monitor attendance. AVLC is required to monitor record and assess the course progress of each
student for the course in which the student is currently enrolled.
3. Monitoring Course Progress
Students are expected to maintain satisfactory course progress and complete their course within the
expected duration. Unsatisfactory progress is defined as not successfully completing or
demonstrating competency in at least 50% of the course requirements in that study period.
AVLC will hold student orientation sessions at the start of each study period to outline course
requirements for that study period. Students will also be informed of satisfactory course progress
requirements in class at the beginning of each study period. In implementing the DIISRTE-DIAC
(DIBP) Course Progress Policy and Procedures AVLC will systematically monitor course progress by:
•
Recording and monitoring assessment results of all students throughout the semester by
Trainers. Assessments allow trainers to evaluate a students’ competency for a unit of
competency. If a student does not complete the required assessment they may be assessed
as ‘not yet competent’ for a unit of competency and be ‘at risk’ of not making satisfactory
course progress.
Policies and Procedures Manual
Page 73 of 115
Version 8.0: Jan 2014
•
Students will be assessed against course progress requirements at the end of each study
period via student services. If a student is identified for the first time as not making
satisfactory course progress, they will be determined as ‘at risk’
Where it becomes apparent that a student is ‘at risk’ of not making satisfactory course progress this
will be reported to the Director of Studies who may recommend that an intervention strategy be
introduced. Any student identified ‘at risk’ will be reported at staff meetings so an appropriate
action plan can be discussed and support by staff.
Trainers will be encouraged to identify ‘at risk’ students and implement the intervention strategy as
early as practicable. If a student is identified ’at risk’ via Student Services then an intervention
strategy will be activated within the first four weeks of the following study period.
3.1 Intervention Strategies
The Director of Studies and Student Services will contact each student who is deemed to be “at risk”
of not making satisfactory course progress in writing and arrange an appointment for an academic
counseling session to be held within two weeks of that determination. During the academic
counseling session the Director of Studies or Student Services and the student will determine what
additional support will be provided to the student. This may include;
•
•
•
•
•
•
•
•
•
Advising the student on the suitability of the course in which they are enrolled,
Assessing the individual learning contract to address any specific needs,
Provision of additional classes or lessons,
Allowing the student to redo an assessment tasks,
Re-assessment of the task by another qualified assessor,
Negotiating extended deadlines for assessment tasks,
Arranging alternative assessment tasks and projects according to the needs of the student,
and/or
Arranging appropriate support services or counseling to assist a student.
Advising the student that unsatisfactory course progress in two consecutive study periods
for a course could lead to;
1. An international student being reported to DIBP and cancellation of his or her visa
(depending on the outcome of any appeals process).
2. A domestic student having their enrolment being terminated.
These or other appropriate intervention strategies are pro-actively applied and an action plan
negotiated with the student to ensure deadlines and criteria for satisfactory completion are
understood and agreed. Course progress will be monitored and reviewed through either special
mechanisms identified in the action plan or through the standard processes as outlined above.
A record of the academic counseling session and any additional support to be provided will be
documented and placed on the student’s file. Outcomes of the academic counseling session will be
reported at staff meetings.
3.2 Continuing failure to meet course progress requirements
If after an intervention strategy has been put in place, a student fails to meet the course progress
requirements in a second consecutive term of study, the Director of Studies will advise, in writing:
•
•
that AVLC intends to report the international student to DIBP for unsatisfactory progress, or
that AVLC intends to terminate their enrolment of a domestic student.
Policies and Procedures Manual
Page 74 of 115
Version 8.0: Jan 2014
This written notice will inform the student that they have a right to appeal the decision within 20
working days using the AVLC’s Student Grievance Policy and Procedure. During the period for
lodging an appeal and, if the student lodges an appeal, during the period the appeal is being
considered, the student has a right to continue their studies in the course.
Where the student has chosen not to access the appeals processes within the 20 working day
period, or the students’ appeal was unsuccessful AVLC will:
1. for an international student, notify the Secretary of DIISTE through PRISMS within 10
working days of the student not achieving satisfactory course progress. DIPB will, in all but
exceptional circumstances, cancel the student’s visa and the students enrolment at AVLC will
be terminated, or
2. for a domestic student, their enrolment will be formally terminated.
4. Completion within expected duration
All students are expected to complete their course within the expected duration. Teachers monitor
the progress of each student to ensure that they are in a position to complete their course within
the expected course duration. Teachers will report any student ‘at risk’ of not completing their
course in the expected duration to the Director of Studies or Student Services. The Director of
Studies will also review the records of each Current Student during each term of study and make an
assessment of whether the student is in a position to complete their course in the expected
duration. Where a student is assessed as being in a position where they may not complete their
course in the expected duration, the Director of Studies will deem that student as being “at risk” and
arrange an appointment for an academic counseling session to be held as specified above at Section
3.1.
Compassionate or Compelling Circumstances
Compassionate or compelling circumstances are generally those beyond the control of the student
and they have an impact on the student’s capacity and /or ability to progress through a course.
These could include:
• Serious illness or injury, where a medical certificate states that the student was unable to
attend classes
• Bereavement of close family members such as parents or grandparents (evidence may be
required)
• Major political upheaval or natural disaster in the home country requiring the student’s
emergency travel and this has impacted on his/her studies
• A traumatic experience which could include, but is not limited to, involvement in or
witnessing of an accident or a crime committed against the student or the student has been
a witness to a crime. These cases should be supported by police or psychologist’s reports
The above are only some examples provided by the Department of Education Employment and
Workplace Relations of what may be considered compassionate or compelling circumstances.
Assessment Appeal and Re-assessments
Students may appeal an ‘NYC’ assessment for a unit of competency or single assessment task if they
believe it is incorrect and as long as they have met attendance requirements for the unit and
submitted the necessary assessments.
Policies and Procedures Manual
Page 75 of 115
Version 8.0: Jan 2014
Re-assessment criteria
Appeals against an assessment may be made under the following criteria.
1.
Unit requirements and assessment procedures were not published or clearly communicated
to the student, or were changed without notification at the beginning of or during the unit.
2. The student claims a mistake has been made in calculating the result for this unit. An appeal
under this criterion does NOT usually mean that a complete re-mark of a student's paper will
be required. It is a detailed check to ensure that no part of a student's performance has
been overlooked by the DOS, student liaison officer or teacher
3. The student can verify they had compassionate leave approved which substantially affected
their performance in the unit. As a consequence, the student believes that the result does
not fairly reflect their competence.
When an overseas student is required to take extra time to complete a course of study they may
receive an extension to their CoE. This applies to all overseas students who are required to repeat
units of study in full. Note that AVLC policy does not allow any more than one full repeat of a unit.
Appeal process
An appeal against an assessment is a FOUR STAGE procedure.
STAGE 1
In-class resubmission of some or all of the assessments for the unit
If a student believes that the result awarded for a subject and displayed on their student progress
report does not fairly reflect their actual competence the student may appeal against their
assessment outcome. The appeal must be made within five working days of the assessment results
being made available.
Appeal forms are available at student administration or can be downloaded from the AVLC website.
Steps
4. An ‘Assessment Appeal and Re-Assessment Form’ should be completed.
5. The completed form outlining the basis for their appeal should be taken the DOS or SLO to
discuss the reasons for the result.
6. If an agreement with DOS/SLO can be reached they may change student’s result at which
point the appeal is complete.
7. If no agreement can be reached the student will be referred back to the class teacher with
the form and a signed ‘Intervention form’ outlining what work must be achieved. Any
unfinished work or resubmission of unsatisfactory work must now be completed within 10
working days.
8. If the teacher is satisfied with the work the assessment result will be amended and the
appeal is complete.
9. If the teacher is not satisfied the original assessment will stand and the student may return
to the DOS/SLO and move the appeal to Stage 2.
STAGE 2
Formal re-assessment with an alternative assessor
10. To sit for a formal re-assessment the student must return with both their appeal form signed
by the class teacher to see the DOS/SLO.
11. The DSO/SLO will now complete an intervention strategy and counsel the student on their
performance.
12. The student will be notified of the date for re-assessment and advised that there is a fee of
$100.00 for this stage.
Policies and Procedures Manual
Page 76 of 115
Version 8.0: Jan 2014
13. The student must now present themselves on that date with their signed appeal and
intervention forms to the nominated assessor who will provide an alternative assessment
and a due date which will be no more than 10 working days later.
14. Formal reassessments are held on Monday or Tuesday evenings between 5pm and 9pm.
15. If the re-assessment is marked as competent the student record will be adjusted at which
point the appeal is complete.
16. If the student does not attend on the re-assessment date without providing 24 hours
notification to the college, or submits work that is still not yet competent the assessor will
note this on their forms and return them to the DOS/SLO.
17. The student will now report to the DOS/SLO to have the appeal moved to Stage 3.
STAGE 3
Re-sit of unit
18. Within seven days of being notified that their result remains not yet competent the student
must report to the DOS/SLO
19. Depending on the circumstances, the student may be allowed to complete a re-sit of the
entire unit and may have their CoE adjusted if additional time is required.
20. The DOS will assign the student to a teacher and nominate a date on which the re-sit will
commence and a date by which all assessments must be submitted.
21. A fee of $250.00 applies to re-sits.
22. If the re-sit and submission of work is completed within the dates provided and the work
assessed as competent the student record will be adjusted at which point the appeal is
complete.
23. If the assessment remains as not yet competent the appeal form will be signed and returned
to the DOS/SLO and student will be subject to a review of their entire term progress.
STAGE 4
Review of student progress
This review will be undertaken by the DOS/College Principal and may result in the student
• Being required to repeat the term if they are not competent (NYC) in three or more
subjects
• Being reported to DIAC if overall attendance or progress is unsatisfactory.
Important notes about the appeals process
•
Appeals against results must be lodged with the DOS/SLO no later than five working days
after the results have been released.
•
All appeals must be based on one or more of the criteria listed in the AVLC policies and
procedures.
•
The student then has 10 working days to complete a Stage 1 re-submission
•
A further 10 working days is allowed to complete the Stage 2 re-assessment
•
A specific time will be nominated to complete a re-sit
•
All against assessment outcomes must be made on the prescribed form
•
Students will be unable to do re-assessments if they have failed three or more subjects
within a three month period. In this circumstance the student must repeat the term and pay
for a full re-sit of all unit.
Complaints and Appeals Policy
This policy applies to our current location and any future additional locations, mode of delivery or
where people may live.
Policies and Procedures Manual
Page 77 of 115
Version 8.0: Jan 2014
AVLC recognizes the need for a person who is applying for enrolment, students, staff and other
clients to have confidence that it will deal with grievances in a fair and equitable manner based on
procedures that are appropriate, accessible and easily understood.
AVLC describes a grievance as a complaint arising from any situation within its control, which causes
a person who is applying for enrolment, student or staff member serious discomfort, concern or
distress.
The following issues are not considered grievances within the scope of this policy:
•
•
Maintenance issues (such as broken furniture or equipment). These should be referred to a
member of staff.
Accidents/incidents (such as tripping, slipping, burning).
The college will deal with grievances according to the following principles:
•
•
•
•
•
•
•
Grievances will be resolved informally where possible
Grievance will be resolved as close as possible to the source of dissatisfaction
Grievance procedures will be widely advertised
People will be given the details of any allegation against them and will have the opportunity
to put their side of the story before a resolution is attempted
Proceedings should be conducted honestly, promptly and without bias
No person will be victimise or discriminated against
Issues that are of a criminal or legal nature may be referred to the police or appropriate legal
agents
Initiating a grievance procedure
Any person who is applying for enrolment, student, staff member or person involved with AVLC can
express a grievance about any person, procedure or event associated with AVLC.
Confidentiality
In accordance with AVLC privacy policy, all parties involved in the grievance procedure will maintain
complete confidentiality –unless approval to disclose is granted – and respect for the policy of
others. All parties to the compliant will have access to relevant records associate with the compliant.
Complaints Procedures Relating to Academic Matters
AVLC believes that it is advantageous for complaints to be resolved wherever possible and
appropriate, at the local level with a minimum of formal procedures and a timely manner.
Any students or person seeking to enrol who feel they have been unfairly dealt with in relation to an
academic matter should write the complaint down, the exact reason for concern, making a note of
instances and when they occurred. Such complaints and grievances from students or person seeking
to enrol will be directed to the Director of Studies “DOS”. AVLC has the rights to prescribe Academic
Rules and disciplinary measures.
The following complaints procedure will be used in dealing with complaints made by AVLC students
relating to academic matters:
Policies and Procedures Manual
Page 78 of 115
Version 8.0: Jan 2014
a) The student, a nominated representative if desired by the student and the Director of
Studies “DOS” meet and confer on the matter (within 5 working days of the initial receipt of
the complaint); and
b) If the matter is not resolved at such a meeting, the parties shall arrange for further
discussion between the student and their nominated representative, if any, and more senior
levels of management (within 5 working days of meeting (a));
c) If the matter cannot be resolved it may be referred to CEO of AVLC (Within 5 working days of
the meeting (b));
d) If the matter cannot be resolved it may be referred to a mediator through AVLC independent
grievance handing dispute resolution process (within 10 working days of meeting).
While the parties attempt to resolve the matter the student will continue to attend classes as
normal unless the student has a reasonable concern about an imminent risk to his or her health and
safety.
AVLC will deal with reported complaints an expeditiously as the circumstances of the complaints
allow. This dispute resolution process does not circumscribe a student’s rights to pursue other legal
remedies.
Complaints Procedures Relating to Non-Academic Matters
AVLC believes that it is advantageous for complaints to be resolved, wherever possible and
appropriate, at the local level with a minimum of formal procedures.
Students, or persons who seek to enrol in a course of study at AVLC, who feel they have been
unfairly dealt with in relation to a non-academic matter should write to the CEO outlining the exact
reason for concern , making a note of instances and when they are entitled to access this grievance
procedure. Such complaints and grievances will be directed initially to a Student Liaison Officer.
Appeals Process for Academic Matters
An appeals and reassessment process is an integral part of all training and assessment pathways
leading to a nationally recognized qualification or Statement of Attainment under the Australian
Qualification Framework and in accordance with the VQF.
A fair and impartial appeals process is available to all students of AVLC. If a student wishes to appeal
his/her assessment result, he/she must first discuss the issue with the trainer/assessor.
If the student would like to proceed further with the request after discussions with the
trainer/assessor a formal request is made in writing outlining the reason(s) for the appeal.
Grounds for Appeal
An application for appeal will be considered where:
•
•
•
A student claims a disadvantage because the trainer did not provide a subject outline
A student claims disadvantage because the trainer varied without consultation or in an
unreasonable way the assessment requirements as specified in the subject outline
A student claims disadvantage because assessment requirements specified by the trainer
were unreasonably or prejudicially applied to him or her
Policies and Procedures Manual
Page 79 of 115
Version 8.0: Jan 2014
•
•
A student is of the view that a clerical error has occurred in the documenting of the
assessment outcome
A student claims that there is a discrepancy between the practical observation and the
formal assessment.
If the appeal for re-assessment is proven, AVLC will appoint an independent assessor who will make
all necessary arrangements to conduct the re-assessment of the student at a time that is mutually
convenient for all parties concerned.
This will be at no charge to the student
External Complaints Procedures
If the complainant requests involvement by an external body LEADR will be used, the cost of this will
be shared equally by each party, the process detailed below will be followed by the CEO:
•
•
•
•
•
•
Acknowledge the request in writing within 5 business days.
Contact the respondent to advise that the complainant is pursuing an external complaint
avenue and give them with the opportunity to provide any further information in regards to
their actions or the decision made by them.
Contact LEADR within 24 hours of receiving the request for LEADR involvement. LEADR will
organise a ‘Round Table Conference’ within 10 business days.
If the complaint remains unresolved, the complainant can request mediation. AVLC will pay
for the cost of mediation.
LEADR will arrange an independent professional Mediator within 14 business days. LEADR
will not take part in the formal mediation. At the end of the mediation session, AVLC and the
complainant will sign an “agreement” agreeing to the outcomes of the mediation.
The CEO will ensure that any recommendations stated in the agreement are implemented
within 14 business days. The complainant and respondent will be notified in writing of any
action(s) taken by the College as a result of the mediation.
External Independent Mediator:
LEADR
Level 1, 13-15 Bridge Street Sydney NSW 2000
Ph.: (02) 9251 3366 Freecall: 1800 651 650
E-mail [email protected] Website www.leadr.com.au
If an overseas student wishes to complain or appeal the decision, they can contact the Overseas
Student Ombudsman. The Overseas Student Ombudsman is free and independent.
Contact details for Overseas Student Ombudsman are:
Level 5, 14 Childers St Canberra ACT 2601
GPO Box 442 Canberra ACT 2601
www.oso.gov.au [email protected]
Telephone: 1300 362 072.
All complaints and appeals are recorded and reviewed at the next available Management Meeting.
Results of all appeals are communicated in writing to the student and a copy of this communication
Policies and Procedures Manual
Page 80 of 115
Version 8.0: Jan 2014
is also kept on file for at least five years, both on the complaints and appeals register and in the
student’s individual file.
Independent Advice
The complainant will also be provided with the contact details listed below for the Office of
Consumer and Business Affairs (OCBA). The complainant will be advised that the Office of Consumer
and Business Affairs (OCBA) can provide information and advice regarding complaints and will offer
prompt attention, confidentiality, respect, fairness, impartiality, recognition of rights, and free
consultation.
Office of Consumer and Business Affairs (OCBA)
McKell Building
2-24 Rawson Place
Sydney NSW 2000
Alternatively the complainant may wish to lodge a complaint or seek further advice by contacting
the National Training Complaints Hotline on: 1800 000 674 or alternatively the complainant may
lodge a complaint online with AQSA at www.aqsa.gov.au
Continuous improvement
This policy is reviewed regularly through internal audits and external reviews. AVLC will amend this
policy when an improvement is identified. Any changes will be distributed to very person who is
applying for enrolment, students, staff and other clients of AVLC.
Staff awareness and training
All staff are trained in this policy and procedure at induction, on professional development days
(held at least 3 times a year) and when changes to the policy and procedures are made.
Student Enrolment and Orientation
All students are to complete an ‘Enrolment Agreement’ on acceptance into any course offered by
AVLC and prior to paying any fees to AVLC. The student will previously have submitted an application
form and received all information relating to living in Australia and studying at AVLC.
The following procedures indicate the requirements of the enrolment agreement that is to be
accepted prior to collecting course monies from students.
Enrolment Procedure:
1. Student accesses information regarding the institute on the web including advice on how to
access information on the institute, fee structure, and refund policy and enrolment procedures.
2. Student completes an enrolment form and collects other documents relevant to the application
i.e. certified evidence English language level, a written explanation, in English, of reasons for
studying in Australia, copy of passport and any other supporting documentation. This is
forwarded to AVLC for initial assessment.
3. The CEO or delegated person assesses student’s enrolment documents and follows the assessing
English language proficiency procedure as outlined above.
Policies and Procedures Manual
Page 81 of 115
Version 8.0: Jan 2014
4. Once the English language proficiency procedure has completed a Letter of Offer that includes
the Formal Written Agreement is created for the student with all relevant fields completed.
These documents are then forwarded to the student for signing.
The formal written agreement must at a minimum contain the following information:
• Identify the course or courses in which the student is to be enrolled and any conditions
on his or her enrolment;
• Provide an itemised list of course money payable by the student;
• Provide information in relation to refunds of course money;
• Set out the circumstances in which personal information about the student may be
shared between the registered provider and the Australian Government and designated
authorities and, if relevant, the Tuition Assurance Scheme and the ESOS Assurance Fund
Manager. This information includes personal and contact details, course enrolment
details and changes, and the circumstance of any suspected breach by the student of a
student visa condition; and
• Advise the student of his or her obligation to notify the registered provider of a change
of address while enrolled in the course’
5. Upon receipt of the signed formal written agreement, the letter of authorization from the
relevant visa processing office and the tuition fee deposit and enrolment fee the student’s
information is entered into PRISMS and an electronic confirmation of enrolment (ECoE) is
created and forwarded to the Student along with a welcome letter outlining what the student is
required to do upon arrival in Australia.
6. If the formal written agreement is returned unsigned the formal written agreement is returned
to the student to be signed and returned.
7. All fees paid are held until the formal written agreement is signed by the student and returned.
8. Student is given an identification number and a database record is established.
Upon arrival in Australia the following procedure will occur for the commencement and orientation
of new students to AVLC. Students have been supplied with a welcome letter outlining the steps to
be taken once they arrive in Australia.
1. New students will contact AVLC and speak to a SLO. The SLO will take down the information of
the students contact details and residential address in Australia. They will also arrange a time for
an entry interview with the DOS.
2. The Student contact details will be passed over to the Administration Assistant who will entry
this information in the Student Management Database and generate a letter with the details of
the appointment with the DOS. This generate letter is then forwarded to the student and the
student file is then created.
3. The student will meet with the DOS at the appointed time. At this interview the DOS will confirm
the course they have enrolled into and take copies of original documentation such as Passport,
Student Visa and IELTS results.
4. The DOS will provide the student with a copy of their timetable and allocated class, campus, shift
and date of orientation. The student will also be provided with a copy of the student handbook.
5. The student will then attend orientation before commencement of classes, this may be at the
beginning of each unit or at the start of each term as outlined by the DOS.
6. The program for orientation day will be as follows:
•
Your stay in Australia
•
Accommodation, finances and further study
•
Requirements to receive a qualification
•
Certificates issued on successful completion of the course
Policies and Procedures Manual
Page 82 of 115
Version 8.0: Jan 2014
•
How your skills, knowledge and attitudes will be assessed
•
Recognition of prior learning or recognition of current competency
•
How you can appeal if you don’t agree with your assessment outcome
•
How you can complain if you are not satisfied with any part of the course
•
How you can get extra help with your learning
•
Course timetable and attendance
•
Course content
•
Emergency evacuation procedures
•
Your obligations as a student at AVLC including requirements for achieving satisfactory
course progress.
Deferral, Cancellation and Exclusion
Students are able to defer or temporarily suspend their studies during their course only in certain
circumstances, on the grounds of compassionate or compelling circumstances. Compelling or
compassionate circumstances may include, but are not limited to:
•
•
•
•
Serious illness
Serious illness or death of a family member necessitating a return to the student’s home country
Serious injury
Natural disaster.
Students may also have their enrolment deferred or suspended due to misbehaviour which can also
be grounds for cancellation of studies.
Students must complete and submit an “Application for Course Deferral” to the DOS requesting to
defer or temporarily suspend their studies, together with appropriate documentary evidence
verifying their situation (for example, a medical certificate).
AVLC will assess the application and make a decision within seven business days. All documentation
must be kept on student file (application, supporting documents, outcome and any appeals). If an
application for deferral or suspension is approved, AVLC will notify the student in writing and place a
copy of this letter on the students file. AVLC will also notify DIAC via PRISMS of the deferral or
suspension.
If the application is refused the students have the right to appeal a decision by AVLC to defer,
suspend or cancel their studies and AVLC will not notify DIAC of a change to the enrolment status
until the internal complains and appeals process has been completed. Students will receive written
notification of the appeal decision and a copy of this decision will be placed on the students file.
Academic misconduct
All students are expected to maintain high standards of academic honesty and integrity. Academic
misconduct is defined as attempts by students to cheat, plagiarize or otherwise act dishonestly in
undertaking an assessment task, or assisting other students to do so. Students are considered guilty
of cheating if they seek to gain advantage by unfair means such as copying another students’ work,
or in any way mislead a lecturer or tutor about their knowledge or the amount of original work they
have done.
Policies and Procedures Manual
Page 83 of 115
Version 8.0: Jan 2014
Student’s responsibilities:
Examinations
a) Students must not help or receive assistance from other students
b) Students must not request the loan of or lend materials or devices to other students
c) Students must not bring any materials into the examination room other than those specified
for that examination
d) Students must not use computer software or other devices during an examination other
than those specified.
A student may be excluded from a final examination in a unit for any of the following reasons:
• Unauthorised absence from class.
• Failure to meet unit requirements, for example non-submission of assignments or failure to
attend class or tests.
• Academic misconduct
• General misconduct (see below)
Other assessment tasks
a) Students must not copy or paraphrase any document, audio-visual material, computerbased material or artistic piece from another source except in accordance with the
conventions of the field of study
b) Students must not use another person’s concepts, results or conclusions and pass them off
as their own
c) In cases where the assessment tasks intended to be individual work not group work,
students must not prepare an assignment collaboratively and then submit work that is
substantially the same as another student’s assessment.
d) Students must not ask another person to produce an assessable item for them.
AVLC’s responsibilities:
Procedural fairness
1. Students must be treated fairly, with dignity and with due regard to their privacy
2. Students are to be regarded as innocent of the alleged misconduct until they have either
admitted to it or been found by proper inquiry of the student conduct committee to have so
behaved.
3. Past misconduct is not evidence that a student has behaved in the same manner again.
4. Each case is dealt with on its own merits and according to its own circumstances with the
proviso that the first instance of misconduct will be penalised more leniently than
subsequent instances of misconduct.
Penalties
1. Penalties imposed will take into account the nature and the extent of the misconduct
2. Penalties imposed will take into account the students’ stage in the program
3. Penalties imposed will take into account the conventions of the field of study
4. A student’s second offence is penalised more severely than their first offence and a third
offence will result in exclusion from AVLC.
5. The following penalties may be imposed: a warning; exclusion from AVLC and cancellation of
enrolment.
Notification and appeal
1. Students must be notified in writing of penalties as a consequence of academic misconduct
2. The grounds for appeal are:
a) procedural irregularities, and/or
b) factual errors on which the decision was based and which were of such magnitude as to
invalidate the decision
Policies and Procedures Manual
Page 84 of 115
Version 8.0: Jan 2014
3. Appeals must be lodged in writing with the DOS within 20 days of the date of the student
being notified of the consequence.
General misconduct
Students are expected to respect other students, staff and property so that learning and teaching
can take place freely, safely and without impediment due to the misconduct of others.
General misconduct is where a student: acts dishonestly; harasses other students or staff; interferes
with students or staff; prevents or disrupts learning; disobeys/fails to comply with contractual or
legal requirements; misuses, damages or steals AVLC property or the property of others;
alters/defaces AVLC documents or records; prejudices the good name of AVLC, or otherwise acts in
an improper manner.
AVLC will report all criminal acts committed by its students to the relevant authorities. The following
examples indicate the kinds of behaviour which constitute student misconduct. They are for
illustrative purposes and are not intended to be exhaustive. Student misconduct occurs when a
student:
a) Contravenes any rules or acts;
b) Prejudices the good name or reputation of AVLC;
c) Prejudices the good order and governance of act or interferes with the freedom of other
people to pursue their studies, carry out their functions or participate in the life of AVLC;
d) Fails to comply with conditions agreed in the contract;
e) Wilfully disobeys or disregards any lawful order or direction;
f) Refuses to identify him or herself when lawfully asked to do so by a staff member of AVLC;
g) Fails to comply with any penalty imposed for breach of discipline;
h) Misbehaves in a class, meeting or other activity under the control or supervision of AVLC , or
other premises to which the student has access as a student of AVLC;
i) Obstructs any member of staff in the performance of their duties;
j) Acts dishonestly in relation to admission to AVLC;
k) Knowingly makes any false or misleading representation about things that concern the
student as a student of AVLC or breaches any of AVLC’s rules;
l) Alters any documents or records;
m) Harasses or intimidates another student, a member of staff, a visitor to AVLC, or any other
person while the student is engaged in study or other activity as an act student, because of
race, ethnic or national origin, sex, marital status, sexual preference, disability, age, political
conviction, religious belief or for any other reason;
n) Breaches any confidence of AVLC;
o) Misuses any facility in a manner which is illegal or which is or will be detrimental to the
rights or property of others. This includes the misuse, in any way, of any computing or
communications equipment or capacity to which the student has access at or away from act
premises while acting as an act student, in a manner which is illegal or which is or will be
detrimental to the rights or property of others;
p) Steals, Destroys or damages a facility or property of AVLC or for which act is responsible; or
q) Is guilty of any improper conduct.
Penalties for general misconduct
1. Penalties imposed will take into account the nature and the extent of the misconduct
2. A student’s second offence is penalised more severely than their first offence and a third
offence will result in exclusion from AVLC.
If the student admits to the alleged misconduct, the DOS may impose one or both of the following:
• A charge for the cost of damage to facilities and equipment
• Temporary exclusion from AVLC.
Policies and Procedures Manual
Page 85 of 115
Version 8.0: Jan 2014
The CEO may with impose the penalty of permanent exclusion from AVLC in the case of physical or
verbal abuse of students or staff of AVLC, repeated or severe misconduct, or in the case of criminal
acts.
Notification and appeal
1. Students must be notified in writing of penalties as a consequence of general misconduct
2. The grounds for appeal are:
•
•
•
Procedural irregularities, and/or
Factual errors on which the decision was based and which were of such magnitude as to
invalidate the decision
Appeals must be lodged in writing with the DOS within 20 days of the date of the
student being notified of the consequence. The process will commence within 10
working days from the date of receipt of the student’s appeal.
Student Transfer Policy
The purpose of this procedure is to address the requirements Standard 7 of the National Code of
Practice 2007 Transfer between registered providers.
The CEO is responsible for the implementation of this policy and for ensuring that staff and students
are aware of it.
AVLC will not charge any fees to the student for issuing a letter of release, if granted, and will advise
the student via the letter of release that the student will need to contact DIAC to seek advice on
whether a new student visa is required.
AVLC cannot enrol transferring students in the first six months of their COE course of study except in
accordance with the requirements outlined in Standard 7 of the National Code of Practice 2007.
If AVLC refuses to issue a letter of release, a student may appeal against AVLC’s decision using
AVLC’s Complaints and Appeals Process.
Procedure
Letter of Release
Students must apply for a letter of release using the Course Withdrawal Form. The CEO or DOS will
consider and respond to applications for a letter of release within 14 days of their lodgement.
A letter of release will normally be granted in the following situations:
1. AVLC is unable to continue to provide the course; or
2. The student has changed welfare and accommodation arrangements and is no longer within
a reasonable travelling time of the college; or
3. The student can demonstrate they are experiencing threat to physical or mental health or
safety by remaining at AVLC and can demonstrate clearly how this will be alleviated through
a transfer; or
4. It has been agreed by AVLC the student would be better placed in a course that is not
available at AVLC; or
5. The current course of study is clearly not consistent with documented course requested for
on their application.
A letter of release will normally not be granted in the following situations:
• Student fees are in arrears;
Policies and Procedures Manual
Page 86 of 115
Version 8.0: Jan 2014
•
•
•
•
•
•
The proposed transfer will jeopardise the student’s progression through a package of
courses;
The student has unsatisfactory academic progress;
The student has unsatisfactory attendance;
The student’s progress is likely to be academically disadvantaged;
AVLC is concerned that the student’s application to transfer is a consequence of the adverse
influence of another party;
The student cannot provide a letter from another registered provider confirming that a valid
enrolment offer has been made.
If a letter of release is refused, reasons for the refusal will be documented in writing and the student
will be informed of their rights of appeal using AVLC’s Complaints and Appeals Procedure.
A copy of the student’s letter of release application; notes recording the assessment of the
application and a copy of the response letter outlining the decision made in relation to the request
for release that was sent to the student by AVLC is placed into the student’s file.
Enrolling a transferring student
AVLC will not knowingly enrol a student wishing to transfer from another registered provider’s
course prior to the student completing six months of their COE course of study except where:
•
•
•
•
The original registered provider has ceased to be registered or the course in which the
student is enrolled has ceased to be registered;
The original registered provider has provided a written letter of release;
The original registered provider has had a sanction imposed on its registration by the
Australian government or state or territory government that prevents the student from
continuing his or her COE course, or
Any government sponsor of the student considers the change to be in the student’s best
interest and has provided written support for that change.
In the event that AVLC knowingly enrols a student wishing to transfer from another registered
provider’s course prior to the student completing six months of his or her COE course of study,
documentary evidence of at least one of the four conditions listed above must be obtained and
placed in the transferring student’s file.
AVLC will not seek to enrol a student who has not yet completed six months of their COE course of
study with another registered provider unless the requirements of the National Code of Practice
2007 are met and then only in accordance with this procedure.
Student Transfer Request Flowchart
Policies and Procedures Manual
Page 87 of 115
Version 8.0: Jan 2014
Student fills in transfer
request within first six
months of study at the
principal course
The request is assessed by AVLC in accordance with the Student Transfer request policy
Transfer request is denied.
Transfer request is granted
AVLC will document this decision,
provide the student with a letter
informing the student of its decision
and advise of his or her right to appeal.
Student appeals
Appeal successful
Student does not appeal
Appeal is unsuccessful
The student is granted a letter of
release and advised to contact DIAC.
No change to enrolment.
All documentation kept on file.
All documentation kept on file in the
student’s individual file.
Policies and Procedures Manual
Page 88 of 115
Version 8.0: Jan 2014
Student Support Services
AVLC supports students to adjust to study in Australia, to achieve their learning goals and to achieve
satisfactory progress towards their learning goals and to achieve satisfactory progress towards
meeting the learning outcomes of the course.
AVLC assist students to adjust to study and live in Australia, including through the provision of an age
and culturally appropriate orientation program that includes information about:
Student support services available to students in the transition to life and study in a new
environment:
•
Legal services
•
Emergency and health services
•
Facilities and resources
•
Complaints and appeals processes
•
Any student visa condition relating to course progress and/or attendance as appropriate
AVLC provides the opportunity for students to participate in services or provides services designed
to assist students in meeting course requirements and maintaining their attendance.
AVLC provides the opportunity for students to access welfare related support services to assist with
issues that may arise during their study, including course progress and attendance requirements and
accommodation issues. These services are provided at no additional cost to the student. If AVLC
refers a student to external support services, AVLC will not charge for a referral.
AVLC has a documented Critical Incident Policy together with procedures that covers the action to
be taken in the event of a critical incident, required follow up to the incident and records of the
incident and action taken.
AVLC will designate a member of staff or members of staff to be the official point of contact for
students. The SLO, will have access to up to date details of AVLC support services.
AVLC has sufficient staff personnel to meet the needs of the students it has enrolled.
AVLC ensures that the staff members who interact directly with students are aware of the
obligations of AVLC under the ESOS framework and the potential implications for students arising
from the exercise of these obligations. This information is communicated to staff through inclusion
in Staff meetings, and through inclusion of the policies in this policies and procedures manual.
List of External Counselling Services and Assistance
Problem
Website
Alcoholism
www.aa.org.au
Anxiety (including phobias &
www.ada.mentalhealth.asn.au
Obsessive-Compulsive Disorder)
Anxiety
www.serenitynsw.com.au/
Asthma
www.asthmansw.org.au/
Consumer credit and debt
www.cclcnsw.org.au/
Crime stoppers (report crime anonymously)
Crisis counselling (Wesley Mission)
www.lifelinesydney.org/
Depression
Policies and Procedures Manual
Phone no.
938 777 88
9879 5351
9740 9539
1800 645 130
1800 808 488
1800 333 000
9951 5522
13 11 14
www.depressiondoctor.com/
Page 89 of 115
Version 8.0: Jan 2014
Depression (National Initiative)
http://www.beyondblue.org.au/
Disabilities
www.ideas.org.au/
Domestic violence
Domestic violence
Drug addiction: Narcotics Anonymous www.na.org.au
Drug addiction (Christian help)
www.naranon.com.au/
Drugs and mental health
www.thewaysidechapel.com/
Families & friends with mental illness
www.arafmi.org/
Eating disorders
www.edf.org.au/
Eczema
www.eczema.org.au/
Emergency services (police, fire, ambulance)
Epilepsy
www.epilepsy.org.au/
Family planning information
www.fpahealth.org.au/
Gambling Counselling (Wesley)
www.wesleymission.org.au
G-Line (gambling)
Gay & lesbian counselling line
www.glccs.org.au/
Grief support
Grief support
www.solace.org.au/
Hepatitis C
www.hepatitisc.org.au/
HIV/AIDS
www.sesiahs.health.nsw.gov.au/
Telephone Interpreter Service
Legal information and advice
www.lawaccess.nsw.gov.au/
Mental health advice
www.mentalhealth.asn.au/
Poison Information Centre
Police Assistance Line (non-emergency)
Pregnancy counselling
www.pregnancysupport.com.au/
Rape Crisis Centre
www.nswrapecrisis.com.au/
Relationship counselling
www.interrelate.org.au/
Schizophrenia
www.sfnsw.org.au/
Serious illness (sufferers & families)
www.can-survive.org/
Smoking - Quitline
Suicide Prevention
www.suicideprevention.com.au/
Victims of crime support
Women’s refuge referral service
1300 22 4636
1800 029 904
8745 6999
1800 656 463
1300 652 820
9418 8728
9358 6577
9805 1883
9412 4499
1300 300 182
000
9856 7090
1300 658 886
9951 5566
1800 633 635
8564 9596
9489 6644
9519 2820
9332 1599
9332 9700
131 450
1300 888 529
9816 5688
131 126
131 444
1300 737 732
1800 424 017
9745 5544
9879 2600
1300 364 673
13 18 48
1300 360 980
9374 3000
9560 1605
Compassionate and Compelling Circumstances
In order for a student to establish compassionate and compelling circumstances they must provide
proof of these circumstances. The evidence will be reviewed and a decision made at the discretion of
AVLC
Definition
Compassionate or compelling circumstances are generally those beyond the control of the student,
when they have an impact on the student’s course progress or wellbeing. These could include:
•
•
Serious medical condition or injury
Bereavement of close family members such as parents or grandparents.
Policies and Procedures Manual
Page 90 of 115
Version 8.0: Jan 2014
•
Major political upheaval or natural disaster in the home country requiring their immediate
travel
•
A traumatic experience which could include but is not limited to:
•
Involvement in or witnessing of an accident or
•
A crime committed against the student or
•
The student has been a witness to a crime and this has impacted on the student.
Guidelines for Compassionate and Compelling Circumstances
• Medical certificates provided as evidence must:
o Be issued by a registered doctor
o State that the student has a ‘medical condition and is unfit for class’
o State the length of time the student will be unfit for class
o Include the doctor’s contact details
• Death certificates provided as evidence must be certified and translated into English.
• Evidence of a major political upheaval or natural disaster must be within reasonable
proximity to the students’ family and will be investigated by the Institute.
• Evidence of a traumatic experience must include a police report or psychologists’
report/letter or a report/letter issued by a suitably qualified professional.
• The psychologist report/letter must:
o Be issued by a registered psychologist
o Include the psychologist’s contact details
Course Completion
Students are expected to complete their course within the duration of study as recorded on CRICOS.
A full-time student load is 20 hours scheduled attendance per week. At the enrolment of each
student the DOS must review student programs to ensure that each student maintains a full-time
load and will complete their course within the expected duration of study.
AVLC may extend the duration of the student’s course only in the following circumstances:
•
On medical grounds (a medical practitioner’s certificate indicating the student is unable
to attend class); or
•
In exceptional compassionate circumstances beyond the students control, such as
serious illness or death of a close family member (independent evidence of the
exceptional circumstances is required).
•
Where AVLC is unable to offer a prerequisite unit at the time it is required;
•
Where AVLC is implementing an intervention strategy for students at risk of not
meeting academic progress requirements;
•
Where AVLC has approved the deferral of commencement of studies or the suspension
of study.
Any extension to the duration of a student’s course must be notified by AVLC on PRISMS and if
necessary a new eCoE issued.
Any extension to the duration of a student’s course, and the reasons for the extension, must be
recorded on the student’s file
Policies and Procedures Manual
Page 91 of 115
Version 8.0: Jan 2014
Student Change of Course
The student is required to complete the "Application to Change Course" form.
The student is required to complete the "Application for Recognition of Prior Learning (RPL)" form.
The student needs to make an appointment to see the DOS to obtain counselling and approval for a
change of course.
AVLC will:
a) Notify DIAC about the change of course
b) Issue a new electronic Confirmation of Enrolment for the new course.
Students are also notified that:
• Fees have to be adjusted according to the course/award
• Fees from the previous course have to be adjusted to the new total current course fee
• Students must pay the higher course fee and the adjusted amount
• A student who changes to a course with a lower fee is not entitled to obtain a
refund/transfer of the difference in the course fees.
• All outstanding fees must be paid before any certification is issued.
• Any adjustment of fees is to be paid when approval is granted, BEFORE any notification is
sent to DIAC and PRIOR to the issuing of the new e-CoE.
The student will not be entitled to two awards because of the change of course unless the student
agrees to pay the required amount of the award issued.
The schedule of fees notice must be consistent with the exit award as a result of the change of
course.
The student agrees to be bound by the new contract and AVLC will notify DIAC, issue the new e-CoE
and update the student database.
The DOS will transfer the grades where it is applicable to be credited in the new course.
The new e-CoE is available within one to two weeks of the date of approval of the change of course.
Assessment Policy
The purpose of this policy is for AVLC to determine whether a student who is participating in a AVLC
course has acquired the required competencies offered by the course and by establishing whether
or not they have achieved the standards of performance required as outcomes of that course.
AVLC will at all times comply with the Assessment Guidelines contained within the nationally
endorsed Training Packages or the assessment requirements specified within accredited courses
curriculum documents contained within AVLC scope of registration.
Policies and Procedures Manual
Page 92 of 115
Version 8.0: Jan 2014
AVLC’s assessment processes will be:
•
•
•
•
Valid: that is all assessment methods utilised be AVLC will be valid and they will assess what
they claim to assess. AVLC will utilise some of the following assessment methods:
o Presentation
o Question and Answer
o Case Studies
o Written tests and examinations
o Practical tests
Reliable: that is all assessment procedures utilised by AVLC will be reliable and they will
result in a consistent interpretation of evidence from the participant and from context to
context
Fair: that is all assessment procedures utilised by AVLC will be fair and they will not place
participants at a disadvantage. AVLC’s assessment procedures will:
o be equitable and culturally appropriate to the needs of the individual
participant or client group;
o involve processes in which the criteria for judging performance are made
clear to the participants;
o employ a participatory approach; and
o provide for participants to undertake assessments at appropriate times and
where required locations;
Flexible: that is assessment procedures utilised by AVLC will be flexible and they will involve
a variety of methods that can be tailored to the circumstances surrounding the assessment
situation.
All AVLC assessment procedures will recognise equity and cultural issues without compromising the
integrity of the assessment.
Assessments are conducted by experienced and suitably qualified staffs that have the Certificate IV
in Training and Assessment (TAA40104) or Certificate IV in Training and Assessment (TAE40110).
AVLC will deliver and assess all qualifications and accredited course currently on its scope of
registration in accordance with the delivery and assessment strategies in place for each qualification
or accredited course.
AVLC’s assessment process will be fully equitable for all persons and will take into account the
cultural, linguistic, and other individual participants’ needs in relation to assessment tasks.
All participants of AVLC programs will be informed of the assessments to be conducted throughout
the program. Participants will be provided with notice of when an assessment is to be conducted
and provided with ample time for preparation and practice.
All assessment results are treated as strictly confidential and AVLC will provide feedback to the
participant about the outcomes of the assessment and provide further guidance on future options.
All assessments are marked as either ‘Competent’ or ‘Not Yet Competent’. In a situation of an
assessment being marked as ‘Not Yet Competent’ the participant will be provided with an
opportunity to redo the assessment at a later time. Refer to Assessment and Reassessment Policy.
If any participant in a program is dissatisfied with the results of their assessment they have the right
to appeal the results.
Policies and Procedures Manual
Page 93 of 115
Version 8.0: Jan 2014
AVLC will undertake an annual review of its assessment systems and procedures and the outcomes
of assessment to ensure that they are appropriate and current and in line with the requirements of
the relevant industry groups. This review process is essential in maintaining the integrity of AVLC
assessment system.
Assessment Code of Practice
General Responsibilities
AVLC is dedicated to the improvement of assessment and evaluation practices in education. AVLC
has adopted this Code to promote professionally responsible practice in conduct that arises from
either the professional standards of the field, general ethical principles, or both.
The purpose of the Code of Professional Responsibilities in Educational Assessment, hereinafter
referred to as the Code, is to guide the conduct of AVLC trainers who are involved in any type of
competency based assessment (CBT) activity in education.
This Code applies to any type of assessment that occurs as part of the educational process, including
formal and informal, traditional and alternative techniques for gathering information used in making
educational decisions at all levels.
Because the Code pertains only to uses of CBT assessment in education, it is recognized that uses of
assessments outside of educational contexts, such as for employment, certification, or licensure,
may involve additional professional responsibilities beyond those detailed in this Code.
Responsibilities of Those Who Develop Assessment Products and Services
Those who develop assessment products and services, such as classroom trainers and other
assessment specialists, have a professional responsibility to strive to produce assessments that are
of the highest quality. Persons who develop assessments have a professional responsibility to:
•
•
•
•
•
•
•
•
Ensure that assessment products and services are developed to meet applicable
professional, technical, and legal standards.
Develop assessment products and services that are as free as possible from bias due to
characteristics irrelevant to the construct being measured, such as gender, ethnicity, race,
socioeconomic status, disability, religion, age, or national origin.
Plan accommodations for groups of test takers with disabilities and other special needs
when developing assessments.
Disclose to appropriate parties any actual or potential conflicts of interest that might
influence the developers’ judgment or performance.
Use copyrighted materials in assessment products and services in accordance with state and
federal law.
Protect the rights to privacy of those who are assessed as part of the assessment
development process.
Caution users, in clear and prominent language, against the most likely misinterpretations
and misuses of data that arise out of the assessment development process.
Avoid false or unsubstantiated claims in test preparation and program support materials and
services about an assessment or its use and interpretation.
Policies and Procedures Manual
Page 94 of 115
Version 8.0: Jan 2014
Responsibilities of Those Who Select Assessment Products and Services
Those who select assessment products and services for use in educational settings, or help others do
so, have important professional responsibilities to make sure that the assessments are appropriate
for their intended use.
Persons who select assessment products and services have a professional responsibility to:
•
•
•
•
•
•
•
•
Conduct a thorough review and evaluation of available assessment strategies and
instruments that might be valid for the intended uses.
Recommend and/or select assessments based on publicly available documented evidence of
their technical quality and utility rather than on unsubstantiated claims or statements.
Disclose any associations or affiliations that they have with the authors, test publishers or
others involved with the assessments under consideration for purchase and refrain from
participation if such associations might affect the objectivity of the selection process.
inform decision makers and prospective users of the appropriateness of the assessment for
the intended uses, likely consequences of use, protection of examinee rights, relative costs,
materials, and services needed to conduct or use the assessment, and known limitations of
the assessment, including potential misuses and misinterpretations of assessment
information.
Recommend against the use of any prospective assessment that is likely to be administered,
scored, and used in an invalid manner for members of various groups in our society for
reasons of race, ethnicity, gender, age, disability, language background, socioeconomic
status, religion, or national origin.
Comply with all security precautions that may accompany assessments being reviewed.
Immediately disclose any attempts by others to exert undue influence on the assessment
selection process.
Avoid recommending, purchasing, or using test preparation products and services that may
cause individuals to receive scores that misrepresent their actual levels of competency.
Responsibilities of Those Who Administer Assessments
Those who prepare individuals to take assessments and those who are directly or indirectly involved
in the administration of assessments as part of the educational process, including trainers,
administrators, and assessment personnel, have an important role in making sure that the
assessments are administered in a fair and accurate manner.
Persons who prepare others for and those who administer assessments have a professional
responsibility to:
•
•
•
•
•
•
•
inform the students about the assessment prior to its administration, including its purposes,
uses; and consequences; how the assessment information will be judged or scored; how the
results will be kept on file; who will have access to the results; how the results will be
distributed; and examinees rights before, during, and after the assessment.
Administer only those assessments for which they are qualified by education, training,
licence, or certification.
Take appropriate security precautions before, during, and after the administration of the
assessment.
Understand the procedures needed to administer the assessment prior to administration.
Administer standardized assessments according to prescribed procedures and conditions
and notify appropriate persons if any non-standard or delimiting conditions occur.
Not exclude any eligible student from the assessment.
Avoid any conditions in the conduct of the assessment that might invalidate the results.
Policies and Procedures Manual
Page 95 of 115
Version 8.0: Jan 2014
•
•
•
•
Provide for and document all reasonable and allowable accommodations for the
administration of the assessment to persons with disabilities or special needs.
Provide reasonable opportunities for individuals to ask questions about the assessment
procedures or directions prior to and at prescribed times during the administration of the
assessment.
Protect the rights to privacy and due process of those who are assessed.
Avoid actions or conditions that would permit or encourage individuals or groups to receive
scores that misrepresent their actual levels of attainment.
Responsibilities of Those Who Interpret, Use and Communicate Assessment Results
Persons who interpret, use, and communicate assessment results have a professional responsibility
to:
•
•
•
•
•
•
•
•
•
•
•
Conduct these activities in an informed objective and fair manner within the context of the
assessment’s limitations and with an understanding of the potential consequences of use.
Provide to those who receive assessment results information about the assessment, its
purposes, its limitations, and its uses necessary for the proper interpretation of the results.
Provide to those who receive score reports an understandable written description of all
reported scores, including proper interpretations and likely misinterpretations.
Communicate to appropriate audiences the results of the assessment in an understandable
and timely manner, including proper interpretations and likely misinterpretations.
Evaluate and communicate the adequacy and appropriateness of any norms or standards
used in the interpretation of assessment results.
Inform parties involved in the assessment process how assessment results may affect them.
Use multiple sources and types of relevant information about persons or programs
whenever possible in making educational decisions.
Avoid making, and actively discourage others from making, inaccurate reports,
unsubstantiated claims, inappropriate interpretations, or otherwise false and misleading
statements about assessment results.
Disclose to students how long the results of the assessment will be kept on file, procedures
for appeal and rescoring, rights students and others have to the assessment information,
and how those rights may be exercised.
Report any apparent misuses of assessment information to those responsible for the
assessment process.
Protect the rights to privacy of individuals and institutions involved in the assessment
process.
Recognition of Prior Learning Policy
The following policy only applies to domestic students only. For International Students please refer
to the Course Credit Policy.
AVLC makes an undertaking that all participants, potential or actual, of AVLC programs are provided
with full recognition of their current skills and knowledge no matter how, why, where and when they
were gained.
AVLC will ensure that Recognition of prior learning (RPL) is offered to all applicants on enrolment
and that the process is structured to minimize the cost and time to applicant, and provides adequate
information and support to enable applicants to gather reliable evidence to support their claim for
Policies and Procedures Manual
Page 96 of 115
Version 8.0: Jan 2014
recognition of competencies currently held, regardless of how, when or where the learning
occurred.
RPL Process
Applicants who consider that they have completed appropriate training or have enough thorough
prior learning and experienced gained in the required skills/competencies stipulated for the unit of
the course will be granted credit upon substantiation of that claim.
The RPL application process identifies what you have learned from life experience and work
experience and measures these experiences against the learning outcomes of the course the student
is doing or wants to do.
Recognition of Current Competency (RCC), is when a candidate can demonstrate what they know or
what they can do. They can be assessed for competency and they will need to do some part of the
current course.
The assessment will be professionally conducted and will be valid, reliable, flexible and fair.
Evidence for credit of prior learning may include:
•
•
•
•
•
•
Evidence of current competence
Performance , demonstration or skill test
Portfolio, logbook, task book, projects or assignments.
Written Presentation
Interview
Case Studies
RPL is available for all units of competency. The performance criteria of each unit provide the RPL
benchmarks.
If there is sufficient evidence in the application and supporting documentation, no further
assessment may be necessary. If no, sufficient evidence assessment may be negotiated with the
student and may consist of interview, written assignment, exam or other. Assessment is conducted
by a qualified assessor.
Successful students are notified promptly of the RPL outcome. The assessor advises unsuccessful
students of reason for non-recognition and steps they can take to have a successful RPL claim,
including appeal mechanism.
RPL Procedure
If candidate is applying for RPL, candidate will need to complete RPL forms and submit evidence such
as statements of attainment, certificates, work experience and/or academic transcripts of
competence against the program’s learning outcomes.
An application for RPL can be made at any time prior or shortly after the commencement of a
course.
Policies and Procedures Manual
Page 97 of 115
Version 8.0: Jan 2014
Attending an Interview
The candidate may be asked to attend an interview, which offers you the opportunity to talk through
your application. The interview panellists are skilled at helping you think about your past
experiences in terms of the recognition you are seeking. If you do not understand something in the
interview, ask the interview panel to explain more clearly. If you have any other concerns, you are
welcome to raise them with the panel. Please bring to the interview anything which you believe
could assist your claim, for example:
•
•
•
•
•
Copies of any statements, reference or articles about your employment or community
involvement.
Copies of college reports, certificates or statement about your education and training
Relevant work samples such as memos, essays, completed work products.
Outlines of any courses which you have undertaken.
Any other information which you feel might aid the assessment of your request.
Evidence Checklist
Listed below is a range of evidence that may be used in support of your application for RPL/RCC. This
list should be used as a guide only.
Certificate of achievement
Reference /letter of support –work/social
Demonstration of skill
Record of academic results
Video/Audio/photos
Duty statement/job specifications
Letter/memos at work
Curriculum vitae
Scrap books
There are six steps in the RPL Process:
1. Collect information on the module or modules for which RPL may be exempt.
2. Collect evidence against the purpose or outcomes of the module or you may be required to
sit for a short test to demonstrate your competence.
3. Complete the Recognition for prior learning application form. Forms are available from
student administration.
4. Submit application form with all the relevant documentation.
5. Application will be assessed within four working days.
6. Candidates receive the result of application in writing.
Course Credit
Policy
This policy and procedure supports ‘Standard 12 – Course Credit’ of the ‘National Code of Practice
2007’ which states the ‘Registered providers must appropriately recognise course credit within the
ESOS framework.’
This policy implements a procedure for AVLC to process any student’s applications for course credit
and document any results, including student verification of the outcome. It will provide a process
Policies and Procedures Manual
Page 98 of 115
Version 8.0: Jan 2014
that ensures that students receive written verification of the outcome of the course credit
application and records are kept with student files.
It also ensures that any changes to course duration that occur from granting a course credit, after a
Student Visa is granted, are reported to DIAC via PRISMS.
Definitions
‘Course Credit’ is defined by the National Code 2007 as follows:
Exemption from enrolment in a particular part of the course as a result of previous study, experience
or recognition of a competency currently held. This includes academic credit and recognition of prior
learning.
‘Credit Transfer’ (CT)
The granting of exemption or credit by a Registered Training Organisation to students for units of
competency completed under accredited training. These unit codes must identically match the units
that you are applying for credit.
‘Recognition of Prior Learning’ (RPL) also known as Recognition of Current Competencies (RCC)
The acknowledgment of skills and knowledge that have been gained through training, work, or life
experiences into formal competencies. The assessment of RPL is made from the evidence provided
against the units of competency (elements and performance criteria) as described in the relevant
endorsed Training Package. To support this type of application evidence of where and how the skills
were obtained are required i.e. A certificate where the codes do not match bit are of similar skills
and knowledge would require an ability to assess the learning the outcomes against the learning
outcomes of the current course.
Procedure for Course Credit
All students are made aware of the ability to apply for course credit via a RPL or CT application
throughout the enrolment and induction process of the course. This is supported with information
provided in the student handbook.
Those students wanting to place an application for course credit must do so by the 2nd week of the
first term in their enrolled course.
All applications are to be submitted to the DOS and include original documents to be sighted and
copied by Administration. Applications will not be accepted unless all required information has been
included.
Where RPL is being applied for, the students must include all relevant evidence of work experience
and where learning has occurred.
A Credit Transfer application must be accompanied by nationally recognised Qualifications and or
Statement of Attainments with details indicating the units successfully completed including unit
codes and titles and dates of completion.
Students are required to submit their application with supporting evidence as required and outlined
in the application form.
Policies and Procedures Manual
Page 99 of 115
Version 8.0: Jan 2014
Credit Transfer
Students who have completed a Nationally Recognised qualification / unit that have the exact same
code as a unit currently enrolled will be eligible for credit transfer for the particular unit(s). The
student must provide the original qualification to be sighted by AVLC to verify the Credit Transfer.
Recognition of Prior Learning
Where students have gained relevant skills and knowledge other than undertaking accredited
training for the unit, a student may be eligible for Recognition of Prior Learning. Students must
complete an application form and submit to Student Administration with supporting evidence as
required. This evidence must be clearly identifiable, and support the applicant’s case for Recognition
of Prior Learning by addressing the relationship of evidence to the Unit of Competency credit is
being sought.
Applications are received by Administration in the first instance and the application and supporting
documentation is copied and placed into the student file. Where originals are required to be sighted
an Administration Assistant will sight the originals and indicate on the copies that originals have
been sighted and return originals to the student. AVLC will at no time accept original certificates.
The application is then forwarded to the DOS who will assign it to the relevant trainer to be assessed
and outcomes determined.
Where any application for course credit is received by AVLC, either RPL or CT, AVLC is to assess the
application and provide an outcome to the application within 14 days of receiving it, or as soon as
practical where further information is required to determine the outcome.
Where either of the above, Credit Transfer or Recognition of Prior Learning, applications are
received the following must occur:
•
•
The student’s eCoE must be adjusted to reflect any reduction in the period of study the
student is enrolled.
AVLC will to provide the student a ‘Confirmation of Course Credit Application’. The students
are required to sign this letter to indicate their agreement with the outcomes of Credit
Transfer or Recognition of Prior Learning applications and a copy is to be kept on the
students’ individual file.
Issuing Of Qualifications Policy
AVLC will issue all Qualifications and Statements of Attainment as prescribed in the Australian
Qualifications Framework Implementation Handbook 4TH Edition 2007 and the requirements of the
ASQA.
AVLC will issue AQF Qualifications and Statements of Attainment within 14 days of course
completion. All Qualifications and Statements of Attainment issued by AVLC will comply with the
standards outlined in the AQF Handbook 1st Edition 2011.
AVLC will only issue AQF Qualifications and Statements of Attainment within its scope of registration
that certifies the achievements of qualifications or industry/enterprise competency standards from
nationally endorsed Training Packages or modules from accredited vocational courses.
Procedure
•
AVLC issues nationally recognised Qualifications and Statements of Attainment in
accordance with the AQF, for qualifications on AVLC scope of registration with ASQA.
Qualifications and statements of attainment include the National Training Package title and
Policies and Procedures Manual
Page 100 of 115
Version 8.0: Jan 2014
•
•
•
code, clearly identify the units of competency achieved (including codes), identify AVLC by
its national training provider identification number, and include our address.
AQF and NRT logos appear on all VET qualifications and only the NRT logo appears on VET
statements of attainment and are used in accordance with the guidelines for the use of
these logos.
Qualifications and statements of attainment are issued in accordance with the guidelines
and rules defined within each Training Package.
Evidence of achievement of competency must be held for each student in order to issue the
qualification. Evidence can be obtained through delivery and assessment, recognition of
prior training and or credit transfer
In order to ensure that all Qualifications and Statements of Attainment issued are verified, the
following process is applied:
• Completion of units is progressively recorded into the student management database.
• Upon completion of their course of training (or withdrawal of enrolment), their file is
reviewed by the DOS.
• Provided all evidence is held for all of the required units, a qualification or statement of
attainment is printed to be signed by the CEO or in his absence the Director of Studies.
• The original qualification is forwarded to the student and a copy is added to the students
file.
Change of Ownership or Management
The CEO of AVLC is responsible for ensuring compliance with Standard 14.3 and Standard 15 of the
National Code of Practice 2007.
AVLC shall at all times be proactive in reporting to the registering body the following:
•
Any extension to scope of registration;
•
Details, at the request of registering body, of all operations within its scope of
registration, including operations in other States or Territories and outside Australia;
•
Commencement of operations in any other State or Territory (within 21 days of
commencement);
•
Accurate and timely information regarding registration and compliance (including major
changes to the Institute system or staffing profile, relocation of the Institute, financial
difficulties and transfer of client records);
•
Notification in changes in student capacity;
•
Notification to the registering authority and all students of changes in location (at least
20 days notice must be given);
•
Changes in contact details for the Institute;
•
Changes in course fees, duration and hours;
•
Changes in key personnel;
•
Any prospective changes to the ownership of the Institute as soon as practicable prior
to the change taking effect;
•
Any prospective or actual change to the high managerial agents (as defined in Section 5
of the ESOS Act) of the Institute as soon as practicable prior to the change taking effect
or within 10 working days of the change taking effect where the change cannot be
determined until it takes effect;
•
Information on a new owner or high managerial agent for the purpose of making an
assessment under Section 9(6) of the ESOS Act (the ‘fit and proper’ test).
Policies and Procedures Manual
Page 101 of 115
Version 8.0: Jan 2014
Employability Skills
Employability Skills replacing Key Competency information from 2006
In May 2005, the approach to incorporate Employability Skills within Training Package qualifications
and units of competency was endorsed. As a result, from 2006 Employability Skills have
progressively replaced Key Competency information in all newly Endorsed Training Packages.
Background to Employability Skills
Employability Skills are also sometimes referred to as generic skills, capabilities or Key
Competencies. The Employability Skills discussed here build on the Mayer Committee’s Key
Competencies, which were developed in 1992 and attempted to describe generic competencies for
effective participation in work.
The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry
(ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other
peak employer bodies and with funding provided by the Department of Education, Science and
Training (DEEWR) and the Australian National Training Authority (ANTA). Officially released by Dr
Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are
available from the DEEWR website at:
http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm
The report indicated that business and industry now require a broader range of skills than the Mayer
Key Competencies Framework and featured an Employability Skills Framework identifying eight
Employability Skillsi:
•
•
•
•
•
•
•
•
Communication
Teamwork
Problem solving
Initiative and enterprise
Planning and organising
Self-management
Learning
Technology.
The report demonstrated how Employability Skills can be further described for particular
occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of
the Employability Skills that the sample of employers surveyed identified as being important work
skills. These facets were seen by employers as being dependent both in their nature and priority on
an enterprise’s business activity.
Employability Skills Framework
The following table contains the Employability Skills facets identified in the report Employability
Skills for the Future.
Skill
Policies and Procedures Manual
Facets
Aspects of the skill that employers identify as important. The nature and
application of these facets will vary depending on industry and job type.
Page 102 of 115
Version 8.0: Jan 2014
Skill
Facets
Aspects of the skill that employers identify as important. The nature and
application of these facets will vary depending on industry and job type.
Communication that
contributes to
productive and
harmonious relations
across employees and
customers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Teamwork that
contributes to
productive working
relationships and
outcomes
Problem solving that
contributes to
productive outcomes
•
•
•
•
•
•
•
•
•
•
•
•
Initiative and enterprise
that contribute to
innovative outcomes
Policies and Procedures Manual
•
•
•
•
•
•
•
•
listening and understanding
speaking clearly and directly
writing to the needs of the audience
negotiating responsively
reading independently
empathising
using numeracy effectively
understanding the needs of internal and external customers
persuading effectively
establishing and using networks
being assertive
sharing information
speaking and writing in languages other than English
working across different ages irrespective of gender, race, religion or
political persuasion
working as an individual and as a member of a team
knowing how to define a role as part of the team
applying teamwork to a range of situations e.g. futures planning and
crisis problem solving
identifying the strengths of team members
coaching and mentoring skills, including giving feedback
developing creative, innovative and practical solutions
showing independence and initiative in identifying and solving
problems
solving problems in teams
applying a range of strategies to problem solving
using mathematics, including budgeting and financial management to
solve problems
applying problem-solving strategies across a range of areas
testing assumptions, taking into account the context of data and
circumstances
resolving customer concerns in relation to complex project issues
adapting to new situations
developing a strategic, creative and long-term vision
being creative
identifying opportunities not obvious to others
translating ideas into action
generating a range of options
initiating innovative solutions
Page 103 of 115
Version 8.0: Jan 2014
Skill
Facets
Aspects of the skill that employers identify as important. The nature and
application of these facets will vary depending on industry and job type.
Planning and organising
that contribute to long
and short-term strategic
planning
• managing time and priorities – setting time lines, coordinating tasks
for self and with others
• being resourceful
• taking initiative and making decisions
• adapting resource allocations to cope with contingencies
• establishing clear project goals and deliverables
• allocating people and other resources to tasks
• planning the use of resources, including time management
• participating in continuous improvement and planning processes
• developing a vision and a proactive plan to accompany it
• predicting – weighing up risk, evaluating alternatives and applying
evaluation criteria
• collecting, analysing and organising information
• understanding basic business systems and their relationships
• having a personal vision and goals
• evaluating and monitoring own performance
• having knowledge and confidence in own ideas and visions
• articulating own ideas and visions
• taking responsibility
• managing own learning
• contributing to the learning community at the workplace
• using a range of mediums to learn – mentoring, peer support and
networking, IT and courses
• applying learning to technical issues (e.g. learning about products)
and people issues (e.g. interpersonal and cultural aspects of work)
• having enthusiasm for ongoing learning
• being willing to learn in any setting – on and off the job
• being open to new ideas and techniques
• being prepared to invest time and effort in learning new skills
• acknowledging the need to learn in order to accommodate change
• having a range of basic IT skills
• applying IT as a management tool
• using IT to organise data
• being willing to learn new IT skills
• having the OHS knowledge to apply technology
• having the appropriate physical capacity
Self-management that
contributes to employee
satisfaction and growth
Learning that
contributes to ongoing
improvement and
expansion in employee
and company operations
and outcomes
Technology that
contributes to the
effective carrying out of
tasks
Employability Skills Summary
An Employability Skills Summary exists for each qualification. Summaries provide a lens through
which to view Employability Skills at the qualification level and capture the key aspects or facets of
the Employability Skills that are important to the job roles covered by the qualification. Summaries
are designed to assist trainers and assessors to identify and include important industry application of
Employability Skills in learning and assessment strategies.
Policies and Procedures Manual
Page 104 of 115
Version 8.0: Jan 2014
The following is important information for trainers and assessors about Employability Skills
Summaries.
• Employability Skills Summaries provide examples of how each skill is applicable to the job roles
covered by the qualification.
• Employability Skills Summaries contain general information about industry context which is
further explained as measurable outcomes of performance in the units of competency in each
qualification.
• The detail in each Employability Skills Summary will vary depending on the range of job roles
covered by the qualification in question.
• Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists
of performance (which are separate assessment tools that should be designed by trainers and
assessors after analysis at the unit level).
• Employability Skills Summaries contain information that may also assist in building learners’
understanding of industry and workplace expectations.
Assessment Guidelines
Delivery and assessment of Employability Skills
Employability Skills are integral to workplace competency and, as such, must be considered in the
design, customisation, delivery and assessment of vocational education and training programs in an
integrated and holistic way, as represented diagrammatically below.
Competency
Standards
Reflection
Learning
Outcomes
Integration
of
Employability Skills
Workplace
Activities
Assessment
Strategies
Learning
Strategies
Training providers must analyse the Employability Skills information contained in units of
competency in order to design valid and reliable learning and assessment strategies. This analysis
includes:
•
reviewing unit(s) of competency to determine how each relevant Employability Skill is found
and applied within the unit
Policies and Procedures Manual
Page 105 of 115
Version 8.0: Jan 2014
•
•
analysing the Employability Skills Summary for the qualification in which the unit(s) is/are
packaged to help clarify relevant industry/workplace contexts with regard to the application of
Employability Skills at that qualification level
Designing learning and assessment activities that address the Employability Skills requirements.
Competency Standards
Employability Skills statement
A standard Employability Skills statement appears in each unit of competency. This statement directs
trainers and assessors to consider the information contained in the Employability Skills Summary in
which the unit of competency is packaged.
Employability Skills in units of competency
The detail and application of Employability Skills facets will vary according to the job-role
requirements of each industry. In developing Training Packages, industry stakeholders are consulted
to identify appropriate facets of Employability Skills which are incorporated into the relevant units of
competency and qualifications.
Employability Skills are not a discrete requirement contained in units of competency (as was the
case with Key Competencies). Employability Skills are specifically expressed in the context of the
work outcomes described in units of competency and will appear in elements, performance criteria,
range statements and evidence guides. As a result, users of Training Packages are required to review
the entire unit of competency in order to accurately determine Employability Skills requirements.
How Employability Skills relate to the Key Competencies
The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training
Packages. Trainers and assessors who have used Training Packages prior to the introduction of
Employability Skills may find the following comparison useful.
Employability Skills
Communication
Teamwork
Problem solving
Initiative and enterprise
Planning and organising
Self-management
Learning
Technology
Mayer Key Competencies
Communicating ideas and information
Working with others and in teams
Solving problems
Using mathematical ideas and techniques
Collecting, analysing and organising information
Planning and organising activities
Using technology
When analysing the above table it is important to consider the relationship and natural overlap of
Employability Skills. For example, using technology may involve communication skills and combine
the understanding of mathematical concepts.
Policies and Procedures Manual
Page 106 of 115
Version 8.0: Jan 2014
Explicitly embedding Employability Skills in units of competency
This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly
embedded in units of competency. The application of each skill and the level of detail included in
each part of the unit will vary according to industry requirements and the nature of the unit of
competency.
Employability Skills must be both explicit and embedded within units of competency. This means
that Employability Skills will be:
• embedded in units of competency as part of the other performance requirements that make up
the competency as a whole
• Explicitly described within units of competency to enable Training Packages users to identify
accurately the performance requirements of each unit with regards to Employability Skills.
This Training Package also seeks to ensure that Employability Skills are well-defined and written into
units of competency so that they are apparent, clear and can be delivered and assessed as an
essential component of unit work outcomes.
The following table contains examples of embedded Employability Skills for each component of a
unit of competency. Please note that in the examples below the bracketed skills are provided only
for clarification and will not be present in units of competency within this Training Package.
Unit component
Unit title
Unit descriptor
Example of embedded Employability Skill
Give formal presentations and take part in meetings (communication)
This unit covers the skills and knowledge required to promote the use and
implementation of innovative work practices to effect change. (initiative and
enterprise)
Element
Proactively resolve issues. (problem solving)
Performance
Information is organised in a format suitable for analysis and dissemination in
criteria
accordance with organisational requirements. (planning and organising)
Range statement
Software applications may include email, internet, word processing,
spreadsheet, database or accounting packages. (technology)
Required skills and Modify activities depending on differing workplace contexts, risk situations
knowledge
and environments. (learning)
Work collaboratively with others during a fire emergency. (teamwork)
Instructions, procedures and other information relevant the maintenance of
vessel and port security. (communication)
Evidence guide
Evidence of having worked constructively with a wide range of community
groups and stakeholders to solve problems and adapt or design new solutions
to meet identified needs in crime prevention. In particular, evidence must be
obtained on the ability to:
• assess response options to identified crime-prevention needs and
determine the optimal action to be implemented
• In consultation with relevant others, design an initiative to address
identified issues. (Initiative and enterprise).
Policies and Procedures Manual
Page 107 of 115
Version 8.0: Jan 2014
Information on Vocational Education & Training
What is VET?
VET stands for Vocational Education and Training – that is, study and/or practical training that
develop the skills and knowledge that people need for employment.
What is the VET sector?
The VET sector is the part of the education system that provides courses and training programs
related to employment. The other components of the education system are the Colleges sector, the
higher education sector and the adult and community education sector. There are connections
between the qualifications in the different sectors, and it is possible for a person to have what they
learned in one sector recognised in another sector.
The VET sector includes the TAFE (technical and further education) system and private Colleges and
institutions, and can also include businesses that provide on-the-job training for their employees. As
well as the VET providers, it includes organisations such as those whose role is to ensure that the
needs of industry and government are addressed, design courses or training programs, conduct
assessments, or manage apprenticeships and traineeships.
Under National Recognition when a VET provider is registered and the qualifications it offers are
based on Training Packages or accredited courses, the qualifications will be recognised anywhere in
Australia by other RTO’s.
VET Quality Framework
The VET Quality Framework is aimed at achieving greater national consistency in the way providers
are registered and monitored and in how standards in the VET sector are enforced.
The VET Quality Framework comprises:
• Standards for NVR RTOs
• Fit and Proper Person Requirements
• Financial Viability Risk Assessment Requirements
• Data Provision Requirements
• Australian Qualifications Framework
While all the new standards and requirements under the VET Quality Framework are consistent with
those that have previously existed, there are some small changes.
These new national arrangements for ASQA applicants/RTOs introduce some new terminology. For
instance, the VET Quality Framework replaces references to the Australian Quality Training
Framework (AQTF). The requirements also recognise ASQA as the body responsible for registration
and compliance arrangements
Standards for NVR RTOs
The Standards for NVR RTOs will be used by ASQA as an instrument in protecting the interests of all
students undertaking vocational education and training in Australia.
The Standards for NVR RTOs are now the standards guiding nationally consistent, high-quality
training and assessment services in the vocational education and training system
Policies and Procedures Manual
Page 108 of 115
Version 8.0: Jan 2014
Fit and Proper Person Requirements
The Fit and Proper Person Requirements are designed to ensure that key RTO personnel have the
characteristics and principles necessary to ensure the delivery of high-quality services and outcomes
for VET graduates.
These requirements are set to protect and inspire confidence in the VET system, and to safeguard
Australia’s reputation as a premier provider of VET (both locally and internationally).
Financial Viability Risk Assessment Requirements
The Financial Viability Risk Assessment Requirements aim to ensure that an applicant or RTO has the
necessary financial resources to operate as an ongoing concern and deliver quality training and/or
assessment services throughout the registration period.
Data Provision Requirements
The Data Provision Requirements outline the requirements for applicants and registered training
organisations (RTOs) to capture and provide data to ASQA.
The data required relates to registration and performance information, including quality indicator
data and information derived from the Australian Vocational Education and Training Management of
Information Statistical Standard (AVETMISS).
The AVETMISS national data standard is the standard for VET providers operating in Australia that
ensures consistent and accurate capture of VET information about students, their courses, units of
activity and the qualifications reported. AVETMISS is the mechanism for national reporting in the
VET system.
The Data Provision Requirements require relevant applicants and RTOs to show that they have
adequate systems to capture and report on this data against the agreed quality indicators.
Australian Qualifications Framework
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in
Australian education and training. It incorporates the qualifications from each education and
training sector into a single comprehensive national qualifications framework.
It was developed to meet the need for an overall system of qualifications to support reforms in
vocational education and training. The AQF was introduced throughout Australia in January 1995.
•
•
•
Rationalises college qualifications, industry qualifications, vocational and academic qualifications
into a single system of twelve qualifications
Supports flexible education and training pathways between Colleges, TAFE institutions, private
training institutions and universities, training in the workplace and lifelong experience
Recognises that the Colleges sector, the vocational education and training sector and the higher
education sector each have different industry and institutional linkages
There are fourteen qualifications in the AQF:
Senior Secondary Certificate
of Education
Certificate I*
Associate Degree
Certificate II*
Bachelor Degree
Policies and Procedures Manual
Page 109 of 115
Version 8.0: Jan 2014
Certificate III*
Graduate Certificate
Certificate IV*
Graduate Diploma
Diploma*
Masters Degree
Advanced Diploma*
Doctoral Degree
Vocational Graduate Certificate*
Vocational Graduate Diploma*
The qualifications marked * are most commonly issued in the vocational education and training
sector.
Registered Training Organisation
Is a Training Organisation (including TAFE colleges), which is registered by a State or Territory
recognition authority to issue Australian Qualifications Framework qualifications and statements of
attainment
Only Registered Training Organisations (RTO’s):
• Can issue qualifications and statements of attainment that are recognised nationally
• Can use the AQF and NRT logos in accordance with their relative guidelines
• Are listed on the national training database (TGA – training.gov.au)
• Can be approved to provide courses to overseas students studying in Australia and listed on the
commonwealth register of institutions and courses for overseas students (CRICOS)
• Are eligible to tender for public funding for vocational education and training.
An organisation that is not registered may offer training or assessment services, but it cannot issue
nationally recognised qualifications. However, it could form a partnership with an RTO, which could
issue the qualifications on its behalf.
Scope of Registration
‘Scope of registration’ refers to the products and services that a training organisation is registered to
provide. RTO’s provide:
•
•
Either training and assessment products and services or assessment products and services only
Products and services up to a specified qualification level that are based on training packages
and/or accredited vocational education and training courses where there are no relevant
training packages
VQF Compliance Audits
ASQA will audit a training organisation when it applies to ASQA to:
•
•
•
Become registered as a training organisation
Renew its registration
Vary its scope of registration by adding qualifications and/or courses
ASQA will audit RTO’s if it receives a complaint against them. ASQA will not process any application
from a training organisation for registration or for variation to scope of registration if there are any
complaints outstanding against that organisation.
ASQA may also initiate an audit at any time during an organisation’s period of registration to
monitor ongoing compliance with the VQF or as a strategic industry audit such as auditing all RTO’s
with TAE40110 on scope.
Policies and Procedures Manual
Page 110 of 115
Version 8.0: Jan 2014
The purpose of a compliance audit is to confirm an organisation’s claim that it has processes in
operation that meets the requirements of the VQF. An organisation will be given reasonable
opportunity to demonstrate compliance with the standards.
There are two types of audits used to evaluate compliance with the VQF: desk audits and site audits.
ASQA conducts a desk audit in order to evaluate your organisation’s application and the documents
requested. A site audit is conducted to evaluate your organisation’s processes in operation on its
premises, and to confirm the details given to ASQA in the documents supporting your application.
The scheduling of a site audit is at the discretion of ASQA.
Depending on the circumstances, there are two outcomes from a compliance audit:
• A recommendation made to ASQA, and/or
• Improvement requests made of the organisation
The compliance audit may be a full audit against the VQF or may focus on particular components of
the VQF. The audit may include all or a sample of the qualifications and/or courses applied for and
the sites where these will be delivered. ASQA will determine the scope of the compliance audit.
The training organisation will need to provide sufficient evidence to enable the auditors to form a
view that the requirements of the VQF have been met. The auditors exercise their professional
judgment when considering the relevance and significance of the evidence provided by your
organisation against the standards.
At the end of the audit process the auditors will discuss their findings and give you a copy of the
written audit report. If the standards of the VQF have been met, the report will contain a
recommendation to ASQA.
Training Packages
The introduction of Training Packages is a key feature of the National Training Framework.
Registered Training Organisations (RTO’s) are expected to bring their existing courses into line with
Training Packages, and new courses may only be accredited if they do not duplicate Training Package
qualifications.
A Training Package encompasses Competency Standards which represent the full range of skills and
knowledge required by an employee in the industry covered by the Training Package. Each
Competency Standard is divided into discrete components called Competency Units.
Competency standards, as defined by industry, are packaged into combinations to form various
qualifications aligned to the Australian Qualifications Framework (AQF). A Training Package also
incorporates assessment guidelines designed to ensure that judgments’ about an individual’s
performance against the competency standards are valid, reliable and fair.
Competency standards, qualifications and assessment guidelines are the endorsed components of a
Training Package. In addition, support materials may be provided to assist with the delivery of
training and assessment. Learning strategies provide information on how training programs may be
organised in workplaces and training institutions.
Assessment resources are evidence gathering tools and other information provided to assist RTO’s
and workplaces to develop consistent and effective approaches to conducting assessments in a wide
range of contexts. Professional development materials provide the trainer with resources to support
them in the implementation of the training package and the delivery of training.
Policies and Procedures Manual
Page 111 of 115
Version 8.0: Jan 2014
The support materials may be developed by individual RTO’s to suit their own customers.
Alternatively, nationally recognised training materials (e.g. Learner's Guides, Assessor's Guides) are
available from Industry Skills Councils.
Competency Based Training and Assessment
Competency Based Training and Assessment involves strategies designed to maximise the potential
for a student to demonstrate that they can perform all workplace related tasks as outlined in the
competency units. Consequently the delivery and assessment strategies used should also maximise
student ability to perform these tasks.
Delivery
Delivery should be designed to assist students with:
• Performing work related tasks
• Managing a number of different tasks within a job (task management)
• Responding to irregularities and breakdowns in routine (contingency management)
• Dealing with the responsibilities and expectations of the work environment (job/role
environment skills) including interacting with others
Delivery in a competency environment should be varied and flexible and adopt various student
focused strategies which optimise student involvement e.g. demonstrations, presentations,
calculations, group work, research, field work, guest lecturers etc
Assessment
The main aim of assessment in a competency environment is to allow the student to demonstrate
their ability to perform tasks that are related to realistic work practices. Assessment tasks should be
varied and flexible and adopt strategies designed to maximise student performance e.g.
demonstrations, presentations, calculations, group work, researched assignments, case studies,
applied questions.
For further specific information on assessment in relation to the individual training package refer to
the assessment guidelines document from that package.
ESOS Framework
The Education Services for Overseas Students (ESOS) legislative framework is designed to ensure that
Australia’s reputation for delivering quality education services is maintained and that the interests of
overseas students are protected.
Standard 6.7 of the National Code of Practice for Registration Authorities and Providers of Education
and Training to Overseas Students 2007 requires AVLC to ensure that staff members who interact
directly with students are aware of AVLC's obligations under the Education Services for Overseas
Students (ESOS) framework and the potential implications for students arising from the exercise of
these obligations.
The ESOS framework
The ESOS legislative framework is designed to ensure that Australia’s reputation for delivering quality
education services is maintained and that the interests of overseas students are protected. It sets
minimum standards and provides tuition and financial assurance.
Policies and Procedures Manual
Page 112 of 115
Version 8.0: Jan 2014
Together with Australian immigration law, the ESOS framework also imposes visa related reporting
requirements on both students and educational institutions. The Department of Education,
Employment and Workplace Relations (DEEWR) has produced an Easy Guide to ESOS
http://www.aei.gov.au/aei/esos/quickinfo/ESoS_FrameWork_pdf.pdf
What is an International Student?
If a student is not an Australian citizen or permanent resident or a New Zealand citizen, then they are
an International Student.
Does the ESOS framework apply to all International Students?
The ESOS framework only applies to those International Students who have Student Visas. The ESOS
Act refers to these students as Overseas Students.
Can International Students study part-time?
If the student does not have a Student Visa, they may study part-time. If the student has a Student
Visa, they must complete their course within the standard full-time completion period, unless certain
circumstances apply (see Student Visa conditions). They can choose to study part-time in a particular
semester, as long as they are allowed by the DOS to overload later, or can catch up by studying
Summer School units, if available.
Student visa conditions
If Student Visa holders do not uphold their visa conditions, their visa may be cancelled and they may
have to leave Australia. A full list of conditions is available from the Department of Immigration and
Citizenship website with the most important listed below:
•
•
•
•
•
•
The Student Visa holder must remain enrolled in a course registered on the Commonwealth
Register of Institutions and Courses for Overseas Students (CRICOS).
The Student Visa holder must make satisfactory course progress according to AVLC’s Policy.
The Student Visa holder must advise AVLC of their Australian address within seven days of
arriving in Australia, and within seven days of any change of address.
The Student Visa holder must maintain enough money to pay for travel, tuition and living
expenses for themself, their spouse and their dependent children for the duration of their stay
in Australia.
Any family members of school age (between 5 and 18 years) living in Australia must attend
school in Australia.
The Student Visa holder must maintain health insurance for themselves and their family
members while in Australia.
Pre-enrolment information
Standard 2 of the National Code requires AVLC to give students detailed information about their
course and about studying at AVLC before the student accepts the offer of a place in a course.
Satisfactory course progress
The National Code requires AVLC to have an Intervention Strategy to identify and assist students at risk
of not meeting their course progress requirements.
Policies and Procedures Manual
Page 113 of 115
Version 8.0: Jan 2014
Completion within the expected duration of study
Standard 9 of the National Code requires AVLC to ensure that, at all times, Student Visa holders are in a
position to complete their studies within the duration specified in their eCoE, unless certain
circumstances apply. If a Student Visa holder chooses to study at less than a 100 per cent load in a
particular teaching period, they will have to make sure that they can still complete your course in time.
If a Student Visa holder completes their course early, AVLC must report this to the Department of
Immigration and Citizenship (DIAC), and the duration of the student's visa will most likely be reduced.
Mode of Study
The National Code permits Student Visa holders to enrol in a limited amount of distance/online
learning. No more than 25% of their entire course may be studied in distance/online mode, and they
must study at least one unit face-to-face in each compulsory teaching period.
Change of course
If an International Student changes course they should contact the Administration Officer, because it is
possible that they will have to pay a different fee. Students who change course will be asked to sign a
new Acceptance of Offer and will be issued a new eCoE.
If a Student Visa holder intends to transfer to another College within the first six months of their final
course at AVLC, their request will be assessed using the criteria in AVLC’s Student Transfer Request
policy and procedure, which is available from the Reception.
Complaints and appeals
International Students have access to AVLC’s Complaints and Appeals Policy
Deferring, suspending or cancelling study
Any deferment, suspension or cancellation of a Student Visa holder's enrolment may have an effect on
their visa, and it is important that they contact DIAC for advice before taking any action.
Course credit
If a Student Visa holder is granted course credit, and these results in a shortening of their course, AVLC
will report their new expected course duration to DIAC, who may then reduce their visa duration.
Definitions
• ESOS Framework: the Education Services for Overseas Students (ESOS) Acts and regulations
set out the legal framework governing delivery of education to Student Visa holders.
• National Code: the National Code of Practice for Registration Authorities and Providers of
Education and Training to Overseas Students 2007. The National Code provides standards and
procedures that institutions which provide education to Student Visa holders must adhere to.
• DEEWR: the Department of Education, Employment and Workplace Relations.
• DIAC: the Department of Immigration and Citizenship.
• CRICOS: institutions that offer courses to Student Visa holders, and the courses they offer, are
listed on the Commonwealth Register of Institutions and Courses for Overseas Students.
• PRISMS: the Provider Registration and International Students Management System (PRISMS) is
the web-based system that lists registered courses and is used to create eCoE or to report on
changes in student enrolments.
Policies and Procedures Manual
Page 114 of 115
Version 8.0: Jan 2014
•
•
•
•
•
International Student: a student who is not a citizen or permanent resident of Australia, or a
New Zealand citizen, and who must pay the international student fee for their course.
International Students generally have Student Visas, but may have one of a range of other
visas.
Overseas Student: this term is used in the ESOS Framework to mean an International Student
who has a Student Visa. The ESOS regulations only apply to these students.
eCoE: the Electronic Confirmation of Enrolment or eCoE is a document that AVLC creates on
PRISMS for a prospective Student Visa holder when the student has signed their Acceptance of
Offer. The student uses the eCoE as proof of enrolment when applying for their Student Visa.
Enrol: the words "enrolled" and "enrolment" are used in the ESOS Framework in the broad
sense to mean that a student is undertaking a course.
Suspend: in the ESOS Framework, "suspend" is used to mean any break in studies, for
whatever reason, whether it is initiated by the student or the institution.
Policies and Procedures Manual
Page 115 of 115
Version 8.0: Jan 2014