TAE40110 Certificate IV in Training and Assessment. Participant Handbook

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1 TAE40110 Certificate IV in Training and Assessment Participant Handbook

2 1. Welcome VECCI Team TAE40110 Certificate IV in Training and Assessment Program Information Entry requirements and pathways Units of Competency Learning and Assessment Materials Qualification Requirements Time Commitment Employability Skills summary Recognition of Prior Learning (RPL) and Credit Transfer (CT) RPL/CT Enrolment Fees and Schedule Participant Support Participant Responsibilities Assessment Submission Assessment Processes Assessment Methos and Requirements Assessment Outcomes Re-Assessment Issuing of Qualifications Assessment Policy Assessment Quality Procedures Assessment Extensions Assessment Appeals Course Progress VECCI Policies and Procedures Legislative Requirements

3 7.2 Quality Control Confidentiality Complaints and Appeals Procedure Access and Equity Policy Student Support Services Fees and Refunds Information Attachments Plagiarism and Dishonesty in Assessment Guidelines for students Safety Tips for Students

4 1. Welcome Welcome to your Certificate IV in Training & Assessment course at VECCI. This Participant Handbook has been developed to provide you with important facts regarding the program. Please read it carefully. If you require further information please speak to your facilitator or the Training Registrar whose details appear below. 1.1 VECCI Team Belinda Tierney Manager, Training & Consulting (03) Postal Address: 486 Albert Street East Melbourne 3002 My trainer is: Phone: Laura Dillon Training Registrar/ Senior Training Administrator Ph: Postal address: 486 Albert St East Melbourne TAE40110 Certificate IV in Training and Assessment 2.1 Program Information This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. This qualification, or the skill sets derived from units of competency within it, is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program. The skills you gain from this course will prepare you for a range of careers, including: enterprise trainer enterprise assessor registered training organisation (RTO) trainer 3

5 RTO assessor training adviser or training needs analyst vocational education teacher. This course provides the opportunity to formalise and to develop delivery and assessment skills to perform at a higher level in the workplace and receive a nationally accredited qualification. Key features of the program include: Flexible delivery, combining face-to-face workshops, self-directed learning and workplace learning Nationally recognised competencies that can be gained on the job Holistic assessment process Units of study that reflect workplace context A wide range of learning opportunities Due to its flexibility and focus on workplace development of skills and knowledge and their immediate applicability on job, this program ensures its relevance and currency to participants. Among other things, you will learn how to: Design and develop learning programs Plan, organise and deliver group-based learning Plan, organise and facilitate learning in the workplace Plan assessment activities and processes Assess competence Participate in assessment validation 2.2 Entry requirements and pathways There are no entry requirements for this qualification. This breadth of expertise would equate to the competencies required to undertake this qualification. 4

6 Pathways into the qualification After achieving TAE40110 Certificate IV in Training and Assessment, candidates may undertake TAA50104 Diploma of Training and Assessment or may choose to undertake TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice. 2.3 Units of Competency The Certificate IV in Training & Assessment requires the completion of a total of 10 units of competency, as follows: 1. TAEDES401A Design and develop learning programs This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness. 2. TAEDES402A Use training packages and accredited courses to meet client needs This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs. 3. TAEDEL301A Provide work skill instruction This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one s own personal training performance. It emphasises the training as being driven by the work process and context. 4. TAEDEL401A Plan, organise and deliver group-based learning This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group. 5

7 5. BSBCMM401A Make a presentation This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. 6. TAEDEL402A Plan, organise and facilitate learning in the workplace This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace. 7. TAEDEL404A Mentor in the workplace This unit describes the performance outcomes, skills and knowledge required to establish and develop a professional mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan/framework, facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring. 8. TAEASS401B Plan assessment activities and processes This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments. 9. TAEASS402B Assess competence This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate. 10. TAEASS403B Participate in assessment validation This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process. 6

8 2.4 Learning and Assessment Materials At the beginning of your course, you will receive the text Vocational Training and Assessment by Dan Hill, Terry Hill, Lee Perlitz. The text is meant to guide you through the studying of each unit and consists of essential information on the topic (underpinning theory) and activities to help you practice what you have learned and self-assess your knowledge and understanding. Your Trainer/Assessor may also provide you with a range of supporting materials and refer you to the appropriate resources for extra reading and more in-depth information. You will also be given a Participant Assessment Guide which includes the assessment activities, which have been designed to holistically assess the competence in each unit, as explained further in this Handbook. 2.5 Qualification Requirements To become eligible for this qualification, participants must undertake all units of competency by attending all the scheduled face-to-face workshops and completing a series of classroom and workplace-based assessment tasks. Each unit is delivered over a 7 hours workshop; workshops are scheduled as follows, including breaks in which the training can be applied at a workplace and evidence gathered in preparation for the assessments for each unit: 9 full days (x seven hours) one week apart OR 3 full days (x seven hours) per week for three weeks over a four week period Assessments for each unit of competency are generally due within 6 months after the unit workshop; for classroom-based assessments you will be provided all the information at the beginning of the course. All assessment work must be received by VECCI by the end of the course. Where participants are able to demonstrate extenuating circumstances, however, an extension for assessment submission may be granted; speak with your Trainer/Assessor or Manager, Training and Consulting before the due date of assessment! The end date of your course is the last assessment due date. 7

9 2.6 Time Commitment This program is a combination of face to face delivery, reading through the text book and undertaking the activities within the Participant Assessment Guide to understand the theoretical concepts, and self-directed workplace learning and assessment activities; your completed assessments are to be submitted to the Trainer/Assessor at the specified date. Whilst it is difficult to predict the exact time commitment required to complete assessment tasks, a significant commitment is required in order to successfully complete all requirements to gain the qualification. The recommended nominal duration of this course is 285 hours, including the face-to-face component; this implies a significant personal contribution from participants. Most participants should allocate a minimum of eight hours per week to read through the Participant Guide, undertake the self-directed learning activities, and then complete the assessments. If the participant has not been studying for some time, more time will need to be allocated, as returning to study after a break will proceed more slowly for those who are not used to the discipline associated with formal study. 2.7 Employability Skills summary Today, employers in Australia and all over the world value people who have the necessary skills and knowledge but whom also fit well into their organisation, use their initiative to solve day-to-day problems, work productively, manage their time efficiently, and are keen to continue learning. These types of skills are known as 'employability skills'. These are skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions. The employability skills are embedded within each unit of competency you will study and they will be holistically assessed together with the other performance requirements. The following table contains a summary of the employability skills required by industry for the Diploma of Management the outcomes described here are broad industry requirements that may vary depending on the detailed requirements of each unit of competency that makes up this qualification. 8

10 Employability Skill Industry/ enterprise requirements for this qualification include: Communication interpreting client needs and writing to these using a range of communication skills, such as listening, questioning, reading, interpreting and writing documents writing hazard and incident reports using effective facilitation and interpersonal skills, including verbal and nonverbal language that is sensitive to the needs and differences of others mentoring, coaching and tutoring techniques Teamwork working with colleagues to compare, review, and evaluate assessment processes and outcomes actively participating in assessment validation sessions managing work relationships and seeking feedback from colleagues and clients on professional performance developing and evaluating with others learning programs customised for individual or group needs Problem-solving identifying hazards and assessing risks in the learning environment using time-management skills in designing learning programs calculating costs of programs and logistics of delivery, and accessing appropriate resources generating a range of options to meet client needs Initiative and enterprise Planning and organising interpreting the learning environment and selecting delivery approaches which motivate and engage learners monitoring and improving work practices to enhance inclusivity and learning being creative to meet clients' training needs applying design skills to develop innovative and flexible cost-effective programs researching, reading, analysing and interpreting workplace specifications planning, prioritising and organising workflow interpreting collected evidence and making judgements of competency documenting action plans and hazard reports working with clients in developing personal or group learning programs organising the human, physical and material resources required for learning and assessment Self-management working within policy and organisational frameworks managing work and work relationships adhering to ethical and legal responsibilities taking personal responsibility in the planning, delivery and review of training 9

11 being a role model for inclusiveness and demonstrating professionalism examining personal perceptions and attitudes Learning undertaking self-evaluation and reflection practices researching information and accessing policies and frameworks to maintain currency of skills and knowledge promoting a culture of learning in the workplace seeking feedback from colleagues facilitating individual, group-based and work-based learning Technology using technology to enhance outcomes, including online delivery and research using the internet using student information management systems to record assessments identifying and organising technology and equipment needs prior to training using a range of software, including presentation packages 2.8 Recognition of Prior Learning (RPL) and Credit Transfer (CT) RPL / CT provide participants with the opportunity to have existing competencies recognised and credited towards the qualification. These competencies may have been achieved through: Formal training programs, short courses or qualifications Life experience: community group involvement, sports, hobbies and business pursuits Work experience: informal training, on the job experience, peer sharing of knowledge. In order to apply for RPL/CT, you will need to self-assess your skills and knowledge and provide a portfolio of evidence to support your application. Evidence must be current and verifiable. Current evidence (that is, not more than 4-5 years old) is important as it supports the currency of your knowledge and skills. You may be eligible for Direct Credit towards your qualification, if one or more units of study are exactly the same as the ones you can demonstrate that you have already achieved during previous studies or training. Evidence may include: Examples of work documents (sensitive, confidential or private information blacked for privacy protection purposes) Photographs, videos, letters and reports 10

12 Relevant credentials such as awards, certificates and qualifications (certified copies of Qualifications / Statements of Attainment must be provided) Employer references Letters from clients or members of work teams Copy of current Curriculum Vitae including referees (signed) If you require further information about VECCI RPL/CT process and the requirements, speak with your Trainer/Assessor. National Recognition National recognition means that VECCI, as a Registered Training Organisation (RTO), will mutually recognise any qualification or statement of attainment issued by another Australian Registered Training Organisation. Statements of Attainment are certificates that have been issued at the successful completion of individual competencies or skill sets. 2.9 RPL/CT Enrolment Fees and Schedule For a person to be issued with a Qualification or Statement of Attainment, they will have to be enrolled in one of VECCI's registered courses. Granting of RPL or Credit Transfer for one or more units of competency as part of completing a qualification does not reduce the cost of that qualification course, but it may reduce the duration of the course. The student only gets exemption from attending workshops and assessment of those units. There are no refunds for RPL/ CT. For the purpose of RPL / CT the following enrolment options are available: 1. Full-fee paying or Government subsidised student is enrolled to complete a qualification by a combination of training/ assessment and RPL / CT: the RPL/ CT fees are the same as the tuition fees (for the combined enrolment) student pays the applicable course tuition fees (full-fee; Government subsidised fee; concession fee) student is not required to pay extra RPL fees student applies for RPL / CT for one or more units, and attends and submits assessment for the rest of the units 11

13 upon successful completion of all units of competency (including any RPL / CT), student is issued with a Qualification 2. Full-fee paying or Government subsidised student is enrolled to complete a qualification by RPL / CT only: Student registers for the course and applies for RPL / CT only Student pays only the applicable RPL fees, consisting of RPL fee per unit x number of units in the Qualification o o For the current applicable RPL/CT fees per unit for RPL/CT only enrolment refer to the Fees and Charges Schedule on VECCI website (currently the same for all RPL-only enrolments) If Direct Credit applies for certain units, that is granted free of charge (i.e. when the exact same unit has been previously achieved) student is not required to attend/ submit assessments while undertaking RPL / CT assessment, if enrolled in RPL / CT only if RPL / CT is granted for all the units, student will be issued with a Qualification if RPL / CT is granted only for a number of units, student will be issued with a Statement of Attainment for the respective units student may choose to re-enrol in the qualification in order to complete the missing units, which will incur a tuition fee per unit o For the current applicable tuition fees per unit, refer to the Fees and Charges Schedule or check with VECCI team student is not required to pay the entire course tuition fee upon successful completion of all units of competency (including any RPL / CT), student is issued with a Qualification 3. Full-fee paying student or Government subsidised is enrolled in individual units of competency for RPL only: the student will register for the units of their choice, and not in the entire qualification, and pay the applicable RPL fee per unit, as above if RPL / CT is granted, student will be issued with a Statement of Attainment for the respective units 12

14 2.10 Participant Support VECCI trainers/ assessors and the training administration staff are available to assist and support every participant through the training and assessment process. The most common method of communication is by telephone or , but if you require further face-to-face, please speak to your facilitator to arrange a suitable time. Attendance Part of completing their qualification, students are required to attend all the scheduled face to face delivery sessions/workshops, as assessments will be also discussed and/or completed in the classroom (particularly group assessments). It is the participant's responsibility to attend all scheduled course sessions. If they are unable to attend, students must contact the Training Registrar or their Trainer preferably before the session day, to discuss possible alternative arrangements. If students are missing two sessions in a row, the Trainer or Training Registrar will contact them to inquire about their situation and their continuation of enrolment. Arrangements may be made accordingly. Arrangements may include a 'catch-up' session (if available), short consultation with the Trainer or others options as suitable and agreed on. Missing two sessions/workshops in a row, without contacting VECCI or not responding to VECCI's attempts to contact the student will be considered as an informal withdrawal from the course. In this case, assessment will not take place and the student may be lose their enrolment. The Training Registrar will write to the student informing them about their impending cancellation of enrolment, options available and the availability of the Complaints and Appeals Policy in case they are dissatisfied with VECCI's decision. Please speak to your facilitator if you are experiencing any difficulties with the training content, attendance and/or assessment requirements. 13

15 2.11 Participant Responsibilities It is the responsibility of the participants to: ensure that they meet specified course requirements, including required attendance at faceto-face sessions and scheduled coaching sessions, in order to achieve the qualification contact your facilitator and/or the Training Registrar if you are experiencing difficulties in completing the assessment requirements ensure that assessments are submitted on the due date retain a copy of your completed assessments check the content of the Training Plan and sign it in agreement ensure that if Government subsidised, you must: o maintain residency in Victoria for the duration of the course (i.e. until the last assessment due date) o notify the Training Registrar of any change of name and/or address o notify the Training Registrar of any change in your employment status, even if temporary, including changes to your job role or duties, or if you become unemployed or have changed employer 3. Assessment Submission Participants will be provided with the assessment criteria, the assessment tasks (which may include workplace-based projects) and the due dates, upon commencement of their course. Please ensure that you read the following information carefully before submitting your assessments: Classroom-based participants must forward ( ) completed assignments to the Training Registrar. Refer to address details on the front page. Your assessment submission must have a signed VECCI Assessment Cover Sheet attached with the following information: o Full name o Address (your marked assessments will be returned to this address) o Contact phone numbers o You must initial each page of your assessment or insert your name in the document s footer. 14

16 If you are ing your assessment, a signed cover sheet must be scanned and attached to the submission. Keep a copy of your assessments for your own records. Assessments may get lost in the mail and VECCI assumes no responsibility for such situations. All assessments should be submitted at the highest possible standard including correct spelling and grammar. Assignments should be typed and presented in a folder, if so instructed. However, legible handwritten assessments are acceptable Do not present loose pages. Please secure your pages in a folder Assessment submission requirements for workplace-based trainees To become eligible for their qualification, for each unit the trainees must submit a Portfolio of Evidence comprising of the following items (or as instructed by the Trainer/Assessor): Assessment Cover Sheet (signed) Assessment Tasks (completed as instructed) Training Log (signed by trainee and supervisor) Supervisor s Report (signed by trainee and supervisor) The Portfolio of Evidence for each unit must be submitted to the Trainer/Assessor on the dates agreed on the Training Plan. Plagiarism: Assessments submitted must be your own work. Information on how to avoid plagiarism and how to reference your work is provided to you in the Plagiarism and Dishonesty in Assessment - Guidelines for Students', in the Attachments section of this Handbook 4. Assessment Processes 4.1 Assessment Methos and Requirements The methods of assessment my include the following: written report, presentation, questions and answers, project work, individual and/or group work, demonstration, observation, simulation, underpinning knowledge, training log, supervisor reports or others. 15

17 4.2 Assessment Outcomes Your submission will be assessed against the performance criteria for the respective unit. The program is competency based training and assessment and the outcomes of the assessment will be: C Competent NYC Not yet competent No other grades or rating systems will be used to assess your performance. Feedback will be provided to participants on their submitted assessments as soon as practicable, usually within 4 weeks of submission. Competent To be assessed competent (C) in a particular unit, you must demonstrate competency against all required performance criteria, as supported by your assessment work and other evidence items as applicable (e.g. training log and supervisor report). You must successfully demonstrate competency (C) in all of the units of study to be eligible for your qualification. Not-Yet-Competent / Assessment Resubmission If more evidence is required to demonstrate competency, the assessor will provide information on the type of further evidence you may be required to submit. It is important to discuss with your assessor the additional evidence that is required in order to meet the national standard and to agree on an assessment resubmission date (usually 2 weeks). If your resubmitted work still doesn't demonstrate the required level of competency, your assessment result will be Not Yet Competent (NYC). If you do not agree with the outcome of Not Yet Competent, you may request that the assessment be reviewed. The next section provides further information on Assessment Appeals. 16

18 4.3 Re-Assessment Participants deemed Not Yet Competent after resubmission will be given the opportunity for reassessment (at no extra cost). The assessor will provide advice and information on the re-assessment process. Re-assessment work should be received within one month of the notification date or at a suitable date negotiated with the Assessor. If you require clarification or more information regarding the assessment process, talk to your trainer/assessor or ask them for a copy of the Assessment Policy and Procedure. 4.4 Issuing of Qualifications At the successful completion of your course, having been assessed competent in all units of your program, you will be awarded the Diploma of HR Management. If at some point you decide to withdraw from the course and have successfully achieved any number of units, you will receive a Statement of Attainment for those units of competency achieved. The same will apply, if you finish your course without being assessed competent in all units. If your Qualification/Statement of Attainment gets damaged or lost and you require a duplicate, you will have to contact VECCI Training Registrar for an Application Form and to make arrangements for paying the administrative fee of $25.00 (fee subject to change). 5. Assessment Policy 5.1 Assessment Quality Procedures The assessment process and tools are being regularly moderated and validated by VECCI trainers/assessors as part of the quality assurance process, to ensure they remain current and relevant. An important part of the process is the analysis of the feedback provided by the participants. 17

19 5.2 Assessment Extensions You are required to submit your assessment on or before the assessment due date. However, special consideration is available if you experience circumstances out of your control. Students who think that they will not be able to submit an assessment by the due date or will not be able to attend a supervised classroom-based assessment, must apply by ing their request for an extension date to the Manager, Training and Consulting, no later than one week prior to the assessment due date. Requests will not be granted to students directly over the phone. Applications for extension/special consideration received after the due date of assessment will not be accepted. Students will have to contact the Manager, Training and Consulting who may allow for a late submission, within the duration of the course, if compassionate or compelling circumstances can be demonstrated. Extensions will be considered for: debilitating/serious illness, bereavement or tragedy; other compelling or compassionate circumstances may be considered. Students may be asked to provide evidence in support of their application. All information supplied is treated in strict confidence. Generally, applications for extensions will not be granted for the following reasons: Heavy workloads Business trips Seminars Holidays Minor medical ailments Moving house or employment Personal matters Misreading information on the due dates Computer or printer problems If the Manager, Training and Consulting is satisfied that the student will not be able to complete the assessment on time or is unable to attend the supervised assessment on the specified date for a valid reason, they will (at their discretion): 18

20 give the student a new date for submission of the assessment; OR arrange a new date for student to attend the supervised assessment ; OR suggest alternative arrangements for that assessment Students who have been granted an extension/alternative assessment arrangement must ensure they attach to their assessment, a copy of their approved application . As assessment can take place only if the student is enrolled in a course at the time, in general, no assessment work will be considered after the end of the course. Your course end date is the last assessment due date. Therefore, for your assessment work to be considered, you must ensure you submit it on or before that date. Students who have not submitted an assessment or have not attended the supervised assessment by the due date, have not been granted extension/special consideration and have not made other arrangements by the end of the course will automatically receive a Not Yet Competent (NYC) result for that assessment. You may have to re-enrol in that unit, at a full-fee, if you would like to submit your assessment and become eligible for your qualification. If you find yourself in such an undesirable situation, you must contact the Manager, Training and Consulting. You are advised to keep in touch with VECCI and contact your Trainer, the Training Registrar or the Manager, Training and Consulting whenever you can t attend, think that you won t be able to submit your assessments by the due date or have other issues preventing you from progressing satisfactorily with your course. 5.3 Assessment Appeals If you are deemed Not Yet Competent (NYC) and you do not agree with this outcome, you may request that your assessment be reviewed. There is a 14 day appeal period from the date the assessment results are issued to the students. If no appeal against the assessment result is received within this period the result becomes final and no appeals will be accepted after that. The appeals procedure is covered fully, further in this handbook. 19

21 6. Course Progress Students progress must be monitored to ensure that they are engaging in the learning process, are progressing satisfactorily and they have every reasonable opportunity to complete their training program. This monitoring process is particularly important during the self-directed learning periods, to ensure that students are developing the skills and knowledge as planned. The monitoring will also help VECCI to confirm that students are receiving the support they need. VECCI will systematically monitor record and assess the course progress of each enrolled student against their enrolment or their Training Plan respectively (for government funded courses). VECCI will implement an intervention strategy for any student who is not making satisfactory course progress. VECCI will systematically assess students' learning support needs, as part of the course monitoring activities. Course Progress Requirements attendance and participation at all scheduled sessions submitting assessments on time achieving 'competent' results for all units Unsatisfactory Course Progress The following situations are indicative of unsatisfactory course progress: if a student misses three consecutive assessment dates if a students gets a final NYC in three assessments if a student's assessment work is deemed consistently unsatisfactory or shows very little academic progress other Not achieving satisfactory course progress puts the student at risk of not completing their course within the specified course duration or Training Plan. Workplace-based trainees, who are not progressing according to their Training Plan, will have their employer and their Field Officer notified. 20

22 Monitoring, recording and assessing course progress For effective monitoring, Trainers/Assessors will use every opportunity to communicate with the students to: Discuss progress Identify further support needed Adjust plans for training and assessment Negotiate further opportunities for training and assessment Three months after the last unit delivery and one month before the last assessment due date, students will be sent a Reminder Letter to check how they are progressing with their studies and assessments, if any support systems that have been put in place are working, if they need any study/assessment assistance and remind them of the requirement to submit the assessment by the due date. This letter will ask you to reply to the Training Registrar. The Trainers/Assessors will take appropriate action according to the information received from the students. Intervention Strategy An intervention strategy will be activated as soon as practicable following the identification of a student at risk. The Intervention Strategy includes provisions for: Assessment extension Re-assessment Extensive phone and consultation with the Trainer/Assessor One free of charge face-to-face consultation with the Trainer/Assessor, upon arrangement A number of fee for service face-to-face consultations with the Trainer/Assessor, upon arrangement Academic coaching sessions 'Buddy system' partnering the student with a better student, upon arrangement Employer/ supervisor mentoring 21

23 Reviewing the effectiveness of the student support services provided, if applicable, and agreeing on alternative solutions where necessary Referrals to external providers of LLN, ESL or counselling services Other All activities undertaken as part of the intervention strategy will be documented by the Trainer/Assessor and filed under the student's file by the Training Registrar. Student Academic Coaching Trainers/Assessor may provide academic coaching sessions to students as means of intervention for poor attendance, unsatisfactory course progress and as support for a limited range of personal issues, mostly related to work/study issues, studying skills and assessment preparation. For problems of a personal nature, the Trainer/Assessor may recommend the student to seek specialist support, if they wish, to assist them with their personal issues and/or refer them to the Manager, Training and Consulting or their employer for more information. The Manager, Training and Consulting may refer students to an appropriate service provider, community support service or external counselling organisation for ongoing support, upon student's request. Further Action If no academic progress is observed after the implementation of the intervention strategy, students will be invited for a discussion with their Trainer/Assessor and the Manager, Training and Consulting, where the suitability of the chosen course will be assessed and other means of support will be investigated and agreed on. Workplace-based trainees in such situation will be referred to their employer, who will implement appropriate measures to ensure the trainees have the opportunity to finish their traineeship successfully. It is the responsibility of the student to follow the agreed recommendations and maintain contact with their Trainer/Assessor following the implementation of the intervention strategy. 22

24 7. VECCI Policies and Procedures 7.1 Legislative Requirements VECCI complies with the legal provisions of relevant legislation including: Vocational Education and Training Occupational Health and Safety Anti-discrimination Equal employment and opportunity Workplace harassment, victimisation and bullying Confidentiality and privacy 7.2 Quality Control VECCI seeks feedback from all training participants on the level of satisfaction with services received and seeks to improve its services in accordance with their expectations. 7.3 Confidentiality Course participants records are treated as confidential. Access to these files is usually available only to designated VECCI personnel and to the course participant if requested. VECCI does not provide information to others (for example, your employer) unless you have authorised us to do so. If you wish to know more about the Privacy Policy, please contact the Manager, Training and Consulting for a copy. 23

25 8. Complaints and Appeals Procedure If you are unhappy with your assessment results or with any other decisions taken by VECCI affecting you and your studies, you may use the complaints and appeals procedure, outlined below. Participants may raise any matters of concern relating to the training program, delivery, assessment, trainers/assessors and support staff, and quality of the teaching or materials, student amenities, discrimination, harassment or other issues that they may be confronted with. The complaints and appeals handling process consist of three possible stages, depending on the situation: Stage 1: Informal process - where issues of concern are discussed with the appropriate person (usually your Trainer/Assessor or the Manager, Training and Consulting); Stage 2: Internal Formal Process - where you file a formal complaint with the Manager, Training and Consulting, following an unsatisfactory result of the informal process; Stage 3: External Formal Process where you file a formal complaint/appeal with an external mediator about the unresolved issue or the unsatisfactory resolution of the Internal Formal Complaint and Appeal For a better understanding, see the Complaints and Appeals Flowchart on the following pages. Assessment Appeals The Assessment Appeals Process follows the same steps as the general Complaints and Appeals process, as outlined below The first step is to try and resolve the matter in an informal way with your Trainer/Assessor. Issues are often sorted out by simply discussing them informally. If you feel that the discussion does not adequately resolve the issue, you can request that the assessment be reviewed by another assessor. All requests for assessment reviews must be made in writing to the Manager, Training and Consulting within 10 working days of the return of the assessment result. The VECCI Manager, Training and consulting will inform you in writing about their decision or further action within 10 working days of the appeal being received by them. 24

26 The VECCI Manager, Training and Consulting, may uphold or reject the appeal or in relation to an assessment decision, assign another assessor to review the assessment or conduct a re-assessment. At all times, the appeals will be handled fairly, efficiently, and confidentially. You may be asked to attend an interview; you are able to have a support person or witness at any stage of the appeals process. A comprehensive review of the completed and marked assessment, against the assessment task and assessment criteria will be conducted by another assessor nominated by the Manager, Training and Consulting. You will be informed in writing of the result of the appeal or review process. If you are satisfied with the reviewed decision, VECCI will implement the that decision If you are not satisfied with the review decision, you may lodge an appeal with an external mediation body. You may use a suitable organisation of your choice or choose the following option: Victorian Registration and Qualifications Authority (VRQA) - Complaints Unit Complaints Unit Phone: The VRQA Complaints Unit investigates complaints about non-government schools and providers of education and training. The Complaints Unit also handles complaints about the VRQA. For more information, visit Please note that the external mediator will follow their own procedures and you should find out what they are before you file your complaint/appeal. If you decide to appeal externally, the external mediator will inform VECCI about their decision, which will be final. If you are successful, VECCI will implement the decision communicated to them or take appropriate action; if you are not successful, VECCI's decision remains final. VECCI Manager, Training and Consulting, will maintain accurate documentation for all the steps in the appeals process, and will advise you of the outcome accordingly in writing. 25

27 VECCI Complaints and appeals flowchart 26

28 9. Access and Equity Policy Access and equity is about managing human diversity. Diversity aims at optimising the opportunity for all people to fulfil their aspirations to participate in and contribute to society. We are committed to ensuring that we offer training opportunities to all people on an equal and fair basis. This includes women in under-represented vocational areas, people with disabilities, people from non-english speaking backgrounds, Indigenous Australians, and rural and remote participants. All participants have equal opportunity to access our courses irrespective of their gender, culture, linguistic background, race, socio-economic background, disability, age, marital status, pregnancy, sexual orientation or carer s responsibilities. All participants who meet our entry requirements will be accepted into any of our courses. Where our courses have a limited number of available places, these will be filled in order of completed applications. To enrol in Government funded courses, participants must also meet certain eligibility criteria as set out in the funding agreement. VECCI ensures that its services are provided in an environment free from discrimination, harassment and bullying and aims for equal opportunity for all participants. For more information on VECCI Policy on Access and Equity, ask your Trainer/Assessor to provide you with a copy. Any concerns you may have in relation to access and equity issues, please contact the Manager, Training and Consulting. Valuing Diversity VECCI recognises and responds to community diversity. The content of our courses, the delivery and assessment arrangements and methods are flexible and may be adapted to meet the needs of all participants. Disability Support and Reasonable Adjustment VECCI recognises that all students with disabilities are individuals with unique strengths and personal needs and it endeavours to ensure that they achieve success in their studies and are provided with good quality support to achieve their individual educational goals. 27

29 VECCI will endeavour to offer disability support to any students who require additional assistance in their studies due to: Chronic illness or medical condition Hearing impairment Intellectual disability Learning disability Physical disability Psychiatric illness Speech/communication impairment Vision impairment An education provider is required to make any decisions about admission, enrolment or participation on the basis that reasonable adjustments will be made where necessary so that the student with the disability is treated on the same basis as a student without the disability. However, a provider is required only to make a reasonable adjustment. According to AQTF 2010, reasonable adjustments refer to "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." An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student's disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment. An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship. Discrimination, Harassment and Bullying 28

30 VECCI will not tolerate any harassment, victimisation, bullying or any conduct that has the purpose or effect of interfering with an individual s performance, and/or creating an intimidating, hostile or offensive learning environment. If participants consider that they have been discriminated against, harassed or bullied while involved in VECCI training services, they must raise their concerns with either the Trainer/Assessor or VECCI Manager Training and Consulting. Code of Appropriate Behaviour While on VECCI premises or hired venues, and attending training, all participants must respect our code of appropriate behaviour: Appropriate Behaviour In order to ensure all course participants have an environment conducive for learning and development, VECCI has expectations of appropriate behaviour that apply to all participants in our training programs. All course participants must behave in a courteous and respectful manner toward other participants and the course presenter at all times during the training programs. Disruptive or offensive behaviour is not acceptable. Failure to do so, will result in disciplinary action, which may include temporary or permanent removal from the course and/or premises, and communicating the fact to your employer, if attending the course supported by your employer. If you require more information on any of the VECCI Policies, talk to your Trainer/Assessor who will be able to assist you with your queries. 29

31 10. Student Support Services If upon analysing the candidate's Self Assessment Checklist and other pre-enrolment evaluations (if applicable) the candidate is deemed as requiring LLN, English, learning, disability or other support, different study support actions will be implemented, including: Trainer/Assessor to provide more information about the subject Re-assessment Assessment extension Disability support and reasonable adjustment, which may include providing: o advice regarding physical access o adaptive or specialised equipment o in-class support - note taking and/or participation assistance o orientation to VECCI and introduction to key staff members (e.g. Training Registrar) o Auslan - sign interpreting o interpreter o specialist tutorial support o vocational and pre-enrolment counselling and information o alternative learning and assessment materials (e.g. Participant Guides in accessible formats, printed in larger font or provided electronically in the format requested) Trainer/Assessor to more closely monitor student's course progress Trainer/Assessor to facilitate the student to pair up with a colleague ("buddy system") Trainer/Assessor to facilitate the establishment of study groups or networks Student advised to seek a mentor in the workplace; the Assessor may assist in facilitating this Student advised to enrol in an appropriate ESL course with a different provider, to improve their English language skills. VECCI will offer guidance on how to access such services and upon request may recommend some ESL providers. The ESL courses usually include training in: o conversation o reading and writing o computer training o employment skills o workplace skills 30

32 Student advised that the course they are seeking enrolment in is not suitable for their training needs, professional aspirations or current level of skill Academic and general course counselling as means of assistance with learning/ assessment, disability or work/study balance Trainer/Assessor to provide advice on studying techniques, referencing and avoiding plagiarism Referring the student to professional counselling and facilitating access to such services Other, as applicable (such as dietary requirements, where lunch is provided) A range of other Student Support Services may be available to students for the duration of their course, including trainer/assessor assistance by phone, or at VECCI premises. Student Support Services Personnel Administration VECCI administrative staff and the Training Registrar are available to offer students assistance with all aspects of VECCI operations. Students should contact the Training Registrar and Administration for: General course enquiries Directions to VECCI or access to the VECCI building Information about training facilities and resources available to students at VECCI Copies of forms, including assessment cover sheets and complaints / appeals form Re-issuing of a Qualifications/Statements of Attainment and Academic Transcripts Timetable information Assessment schedule Updating personal contact details Advice on how to access their personal file or records of course participation and progress Inquiry about any of VECCI policies and procedures Make various arrangements (e.g. 'catch-up' training session) or schedule appointments with the Trainer/Assessor or the Manager, Training and Consulting Support and assistance lodging a complaint or appeal If they are unable to assist with any inquiries, Administration will refer students to the Manager, Training and Consulting for further assistance. 31

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