POLICIES AND PROCEDURES MANUAL

Transcription

1 POLICIES AND PROCEDURES MANUAL Astute Training Pty Ltd 1/ High Street PENRITH NSW 2750 Phone No: (02) Fax No: (02) (RTO Number 91077) (CRICOS Provider Code: 02975F) ABN:

2 Table of Contents Quality Policy... 5 Continuous Improvement Policy... 6 Internal Audit Policy... 8 Risk Management Policy... 9 Assessment Validation Policy Client Feedback Policy Training and Assessment Strategy Policy Complaints and Appeals Privacy Policy Accessing Your Personal File Assessment Policy Assessment Code of Practice Assessment Procedures Recognition of Prior Learning Policy RPL Process National Recognition RPL Course Credit CRICOS Students Issuing of Qualifications Policy Occupational Health and Safety Policy Access and Equity Policy Access and Equity Anti Discrimination, Human Rights and Equal Opportunity Financial Management Policy CRICOS Student Fees Fees Schedule Fees Refund Policy Local or Domestic Students Records Maintenance Policies and Procedures Manual Page 2 of 89 Version 3.1: Oct 2014

3 Training Records (kept for 2 years from the date of course completion) Staff Records Storage of files and records International Student Records Archiving files Records Retained for Audit Version Control Attendance Monitoring Procedure Domestic students Overseas Student Attendance Monitoring Policy and Procedure Overseas Student Course Completion Policy National Recognition Language, Literacy and Numeracy Policy Identifying Learning Needs Language and Literacy Assessing English Language Proficiency Procedure CRICOS Student Enrolment and Orientation - CRICOS Education Agents Deferral, Cancellation and Exclusion - CRICOS Academic misconduct Student s responsibilities: Astute Training s responsibilities: Notification and appeal General misconduct Penalties for general misconduct Staff Recruitment Policy Staff Induction Policy Staff Professional Development Marketing & Advertising Marketing Approval Procedure Compliance with Legislation Policies and Procedures Manual Page 3 of 89 Version 3.1: Oct 2014

4 Working with Children Transition to New or Reviewed Training Packages Policy & Procedure Critical Incident Policy Overseas Student Transfer Policy Procedure Letter of Release Enrolling a transferring student Student Support Services Change of Ownership or Management Compassionate and Compelling Circumstances Employability Skills Background to Employability Skills Employability Skills Framework Employability Skills Summary Competency Standards Information on Vocational Education & Training What is VET? What is the VET sector? The AQF: Registered Training Organisation (RTO) Scope of Registration Compliance Audits Training Packages Competency Based Training and Assessment Delivery Assessment ESOS Framework National Code of Practice Policies and Procedures Manual Page 4 of 89 Version 3.1: Oct 2014

5 Quality Policy The purpose of this policy is to confirm that Astute Training 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 which comprises: The Standards for NVR Registered Training Organisations The Australian Qualifications Framework (AQF) The Data Provision Requirements The Fit and Proper Person Requirements, and The Financial Viability Risk Assessment Requirements Our primary quality objectives are: To provide quality training and assessment services within our scope of registration To utilise 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 standards for RTO s 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. The Training Coordinator and Continuos Improvement Committee, have direct access to the Chief Executive Officer (CEO), who has the defined responsibility and authority to ensure that ASTUTE TRAINING 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 In the retention, archiving, retrieval and transfer of records consistent with the registering authorities requirements We have a designated external Accounts person, 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 ASTUTE TRAINING refund policy is fair Provide when required a fully audited financial report of Astute Training s operations Policies and Procedures Manual Page 5 of 89 Version 3.1: Oct 2014

6 Continuous Improvement Policy ASTUTE TRAINING is committed to the process of constantly improving the way in which its operations occur and its continuous compliance with the VET Quality Framework and the National Code of Practice Through this process ASTUTE TRAINING will achieve further quality customer service and stay attuned to the current and future demands of the vocational education sector. ASTUTE TRAINING will progressively and actively seek out and eliminate all potential problems and act upon all opportunities in a way that results in the continual improvement of its training and assessment system and customer service standards. Astute Training 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. Astute Training 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 ASTUTE TRAINING 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 and Work Placement employers; By undertaking a self-assessment audits against the VET QUALITY FRAMEWORK and National Code 2007; By undertaking internal Assessment Validation sessions; By attending internal and external professional development workshops Sources of Continuous Improvement Opportunities Feedback and evaluations: Students and staff are encouraged to provide feedback about the quality of the ASTUTE TRAINING programs, facilities and resources. Students are encouraged to provide both verbal and written feedback throughout their training via Evaluation Forms that are supplied at various stages during the course and via ad hoc feedback to their trainer or assessor. Once a year students are asked to complete the quality indicators learner questionnaire. Trainers and assessors are encouraged to provide feedback during staff meetings, on an ad hoc basis as well as through formal feedback at the end of a course. Administration staff are encouraged to provide feedback to the Management during regular staff meetings and on an ad hoc basis. The Training Coordinator will collect and analyse all feedback for consideration as part of the ongoing quality improvement process and report to the Chief Executive Officer. Where possibilities for improvement are identified it will be raised and supplied to the Continuos Improvement Committee (CIC) for action. Policies and Procedures Manual Page 6 of 89 Version 3.1: Oct 2014

7 Complaints: When ASTUTE TRAINING 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, are raised with the Continuous Improvement Committee (CIC) and actioned accordingly. Internal Audit ASTUTE TRAINING will carry out regular internal audits against the VET QUALITY FRAMEWORK and National Code 2007 to measure compliance and highlight opportunities for improvement. For further information on the process for internal audits please refer to the Internal Audit Policy. External workshops The Management of ASTUTE TRAINING and other appropriate staff attend relevant workshops run by such groups as the NSW Department of Education and Communities, ASQA, ACPET and Industry Skills Councils. Internal Workshops ASTUTE TRAINING conducts internal professional development workshops on a regular basis with staff. This provides staff with an opportunity to gain information on changes to operational systems being implemented and to review a wide range of topics. These workshops are put together by the Training Manager or Training Coordinator with input from the General Manager. Assessment Validation ASTUTE TRAINING has a policy and procedure in place for undertaking assessment validation. Assessment Validation sessions occur also as part of the internal professional development workshops. All improvements that are identified are documented and actioned. An assessment validation session with the trainers is also conducted at least twice a year. External Audit reports ASTUTE TRAINING uses Audit reports from external bodies such as ASQA and DEEWR as a source of continuous improvement and makes changes based upon those areas identified in these reports. Record Keeping A Continuous Improvement File is maintained and includes agendas and minutes of meetings directly related to continuous improvement 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. Policies and Procedures Manual Page 7 of 89 Version 3.1: Oct 2014

8 Internal Audit Policy ASTUTE TRAINING is fully committed to ensuring its compliance with the VET QUALITY FRAMEWORK and the National Code of Practice. This is achieved and maintained by the conducting of an internal self-assessment audit on a yearly basis and conducting the scheduled activities as per the compliance calendar. When conducting the internal self-assessment audit, the audit team where possible will consist of a member from the Continuos Improvement Committee and an externally appointed compliance specialist and another experienced member of ASTUTE TRAINING 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 ASTUTE TRAINING 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 will be scheduled as per the compliance calendar 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 Examination of existing facilities required by the relevant National Training Package or course Reviewing of processes with senior management Professional development Continuous improvement At the completion of the annual internal self-assessment audit a comprehensive report will be generated on Astute Training s compliance which is prepared by the compliance specialist and issued 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. Where improvement actions eliminate a potential risk as defined under the risk management process, the risk matrix will be updated accordingly. Policies and Procedures Manual Page 8 of 89 Version 3.1: Oct 2014

9 Risk Management Policy ASTUTE TRAINING identifies 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 prioritising 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 key staff and shared with all staff via newsletters or short daily meetings. 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 team is 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 continuously managed and to ensure that all staff are aware of the risk. 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 Likely Moderate Risk Possible Low Risk Moderate Risk High Risk High Risk Extreme Risk High Risk Unlikely Low Risk Low Risk Moderate Risk Rare Low Risk Low Risk Moderate Risk Extreme Risk High Risk High Risk Extreme Risk Extreme Risk Extreme Risk Extreme Risk High Risk Policies and Procedures Manual Page 9 of 89 Version 3.1: Oct 2014

10 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. Assessment Validation Policy ASTUTE TRAINING 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 ASTUTE TRAINING will redefine, clarify and modify its existing assessment practice. ASTUTE TRAINING will conduct regular validation meetings at least twice a year to assess all of its current assessment procedures, tools and strategies for each qualification on its scope of registration. Validation of assessments will also occur whenever there are changes in assessment as the result of changes to the Training Package or feedback from trainers or employers. To ensure that the validation process will be accurate and reliable, an external consultant may be engaged to chair and conduct the meeting. Prior to the commencement of the meeting all participants will be supplied with copies of the assessment tools to be validated and copies of the related units of competency and a copy of the assessment validation form. This form will be filled out by all participants and 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. In addition, feedback on assessment tasks will be sought regularly from industry. ASTUTE TRAINING has a wide network of industry partners, including many who provide work placement for students. 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. In a situation where it is further considered that an assessment activity may pose a potential risk against the VET QUALITY FRAMEWORK requirements for assessment (Standard 15.5), then this will be noted and the risk matrix will be updated accordingly. The General Manager 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 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: Policies and Procedures Manual Page 10 of 89 Version 3.1: Oct 2014

11 The validation meetings take place as part of the internal professional development workshop at least twice yearly and include all trainers, the Training Manager and/or the Training Coordinator and may include an External Consultant and any other individual invited by ASTUTE TRAINING Management to participate including industry stakeholders. The outcome of each validation undertaken is recorded and any further recommendations are raised in the report for action. The validation of assessment plans/ tools/ evidence includes the following steps: Assessment Validation meetings are scheduled to occur twice a year Ongoing assessment validation occurs in response to feedback or changes in Training Packages The Training Manager liaises with the Training Coordinator to decide what assessments will be put forward for validation. All relevant materials for validation are prepared and sent to all attending Validation is conducted on selected assessment tools using the assessment validation checklist Assessor judgement and evidence validation is conducted on selected assessment evidence All improvement recommendations are recorded All recommendations are submitted for consideration by the Training Manager in consultation with the General Manager All completed validation forms are 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. Client Feedback Policy ASTUTE TRAINING 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. ASTUTE TRAINING 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 monitored by the General Manager. The feedback gathering process includes but is not limited to: Regular informal monitoring and communications ( s etc) Gaining feedback from all identified stakeholders at semi - regular intervals, during a training program Random feedback gathered from time to time from the various stakeholders. Feedback from moderation, validation and professional development activities Student feedback received through the enrolment process Information from the complaints and appeals process Annual learner questionnaire feedback Policies and Procedures Manual Page 11 of 89 Version 3.1: Oct 2014

12 Feedback is collated and tabled at regular meetings. 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. Training and Assessment Strategy Policy ASTUTE TRAINING identify, negotiate, plans and implements the appropriate training and assessment strategies to meet the needs of each of its clients for all qualification currently 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. They will be developed in full consultation with the relevant enterprises and industries. ASTUTE TRAINING 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. ASTUTE TRAINING will document any action taken to improve the quality and consistency of the assessment and the relevant assessment tools. ASTUTE TRAINING 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 or, for accredited courses, meets the ASTUTE TRAINING customisation policy; 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; ASTUTE TRAINING 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. Policies and Procedures Manual Page 12 of 89 Version 3.1: Oct 2014

13 Complaints and Appeals ASTUTE TRAINING recognises the need for students, staff and other clients to have confidence that the Registered Training Organisation (RTO) will deal with grievances in a fair and equitable manner based on procedures that are appropriate, accessible and easily understood. ASTUTE TRAINING has a duty of care in ensuring students study in a happy environment, free of coercion, unfair treatment or harassment. Nothing in these procedures limits the rights of individuals to take action under Australia s Consumer Protection laws. ASTUTE TRAINING is constantly reviewing and updating policies, as a grievance helps us to fix a problem and assists with continuos improvement. Complaint or Appeal A complaint would generally be directed at the general performance of ASTUTE TRAINING or its staff in the delivery of our services. In the first instance complaints or appeals should be discussed informally with the staff or trainers involved. Where possible disputes are managed and resolved informally. However if the complaint or appeal cannot be managed informally the student can submit a formal complaint or appeal form. The complaint or appeal will be dealt with promptly. All formal complaints will be dealt with by the Chief Executive Officer (CEO) and contact will be made within 10 working days to arrange a time to discuss your complaint or appeal. You are welcome to bring a friend or advocate to this meeting if that is your choice. Internal complaints and appeal services are free of charge. You will be provided with a written outcome on your case including the rationale for the decision. If you are satisfied with the resolution agreed actions will be implemented and the complaint or appeal will be closed. External Appeals Where no mutually acceptable resolution can be found, you may wish to have he matter dealt with through an external resolution process facilitated by: Australian Skills Quality Authority (ASQA) Complaints Team ASQA GPO BOX 9928 Melbourne VIC 3001 Australian Council for Private Education & Training (ACPET) appeals Overseas Students Ombudsman (OSO) There is no cost for lodging an external appeal. Once the relevant authority has received the appeal form they will contact both Astute Training and you to request applicable documentation. Policies and Procedures Manual Page 13 of 89 Version 3.1: Oct 2014

14 Record Keeping A written record of all complaints handled under this procedure and their outcomes will be maintained for a period of five years. These records will remain with the students file and cannot be accessed without a written request to the CEO. Assessment Appeal If a student does not agree with an assessment outcome they should first discuss the matter with the trainer/assessor concerned and if the complaint cannot be resolved at this point then the student can lodge an Assessment Appeal Form. The appeal will follow the same process as a complaint and will be investigated by the CEO 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 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, ASTUTE TRAINING will appoint an alternative 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. How to make a complaint or appeal 1. Initial complaint or appeal should be discussed informally with the applicable staff involved. 2. If the complaint or appeal is not resolved informally, the student may choose to lodge a formal complaint or appeal. 3. The complaint or appeal is recorded and the CEO will make contact within 10 working days to arrange a meeting 4. A meeting will take place to negotiate between all parties in an attempt to find a resolution agreeable to all parties. All appealed assessments will be re assessed by an alternative trainer/assessor. 5. Written documentation on the outcome and resolution is provided to all parties and actions are immediately implemented. 6. If a student is not satisfied with the outcome they will be referred to an external body where the matter can be dealt with independently 7. The complaint or appeal will be passed to the Continuos Improvement Committee for discussion. Alternatively the complainant may wish to lodge a complaint or seek further advice by contacting the National Training Complaints Hotline on: Policies and Procedures Manual Page 14 of 89 Version 3.1: Oct 2014

15 Privacy Policy ASTUTE TRAINING abides by the Privacy Act 1988 (Commonwealth) and keeps student information private. ASTUTE only collects information that relates to a student s training and takes all reasonable steps to protect personal information from misuse, loss, unauthorised access, modification or disclosure including restricted access to electronic files, secure storage of paper files and back up of data, ASTUTE TRAINING is required to be audited by ASQA in order to maintain registration and students files may be accessed by their representatives. We will only disclose information about clients to others on an as needs basis or where required by law. These people or organisations are: Clients authorised representatives or legal advisors Credit providers for credit related functions such as the provision of account facilities Government and Statutory Authorities, where required by law, for example: the reporting of academic results by DIAC. Information may be made available to Commonwealth and State agencies and the ESOS Assurance Fund (under the ESOS Act 2000 and The National Code); and to advise DIAC of changes to the Student s enrolment and any breaches of student visa conditions relating to attendance or satisfactory academic performance. The Fund Manager of the ESOS Assurance Fund, pursuant to obligations under the ESOS Act 2000 and the National Code. Personal Information Information held by ASTUTE TRAINING about students could include: Student name Current & previous address Telephone numbers address Drivers licence number Bank account details Passport number Assessment results Counselling or intervention strategies Interim transcripts File notes Have we got the right information? ASTUTE TRAINING takes all reasonable steps to ensure that information we hold, use and where appropriate disclose to others about students is correct and current. The accuracy of this information depends largely upon students providing us with details such as: Current address Telephone numbers Address Policies and Procedures Manual Page 15 of 89 Version 3.1: Oct 2014

16 Accessing Your Personal File A student may access their files at any time. To request to see their records a student must apply in writing (request to view documents form) and lodge at Reception and normally access can be provided within 24 hours of the request. If students find any errors in the records they are to advise us immediately so that the corrections can be made. Identifiers ASTUTE TRAINING assigns unique student identifiers to all students. This ID is entered on all assessments and is used on the Student ID card for CRICOS students. Assessment Policy The purpose of this policy is for ASTUTE TRAINING to determine whether a student who is participating in an ASTUTE TRAINING 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. ASTUTE TRAINING 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 ASTUTE TRAINING scope of registration. Astute Training s assessment processes will be: Valid: that is all assessment methods utilised by ASTUTE TRAINING will be valid and they will assess what they claim to assess. ASTUTE TRAINING will utilise some of the following assessment methods: o Observation & Demonstration o Question and Answer o Workplace Projects o Written tests and examinations o Practical tests Reliable: that is all assessment procedures utilised by ASTUTE TRAINING 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 ASTUTE TRAINING will be fair and they will not place participants at a disadvantage. Astute Training s assessment procedures will: o o o o be equitable and culturally appropriate to the needs of the individual participant or client group; involve processes in which the criteria for judging performance are made clear to the participants; employ a participatory approach; and provide for participants to undertake assessments at appropriate times and where required locations; Flexible: that is assessment procedures utilised by ASTUTE TRAINING will be flexible and they will involve a variety of methods that can be tailored to the circumstances surrounding the assessment situation. All ASTUTE TRAINING assessment procedures will recognise equity and cultural issues without compromising the integrity of the assessment. Policies and Procedures Manual Page 16 of 89 Version 3.1: Oct 2014

17 Assessments are conducted by experienced and suitably qualified staff that have the Certificate IV in Training and Assessment (TAA40104) or TAE40110 Certificate IV in Training and Assessment. ASTUTE TRAINING will deliver and assess all qualifications currently on its scope of registration in accordance with the delivery and assessment strategies in place for each qualification or accredited course. Astute Training 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 ASTUTE TRAINING programs will be informed of the assessments to be conducted throughout the program. Students 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 ASTUTE TRAINING will provide feedback to students 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 students will be provided with an opportunity to resit the assessment at a mutually arranged time. If any participant in a program is dissatisfied with the results of their assessment they have the right to appeal the results. ASTUTE TRAINING 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 and moderation process is essential in maintaining the integrity of ASTUTE TRAINING assessment system. Contextualisation or customisation of assessments ASTUTE TRAINING contextualises units of competency and/or assessments to accommodate specific industry or learner requirements by providing training and assessment that is specialised to the enterprise or individual. It is essential when contextualising a unit that the whole evidence guide is covered. Once the unit has been contextualised ASTUTE TRAINING will ensure that the integrity of the Training Package is maintained and that the outcome of the standard remains unchanged. This means we can create learning and assessment opportunities that are more relevant to our learners by including language that they are familiar with and the unit can be delivered and assessed in a variety of contexts. Policies and Procedures Manual Page 17 of 89 Version 3.1: Oct 2014

18 General Responsibilities Assessment Code of Practice ASTUTE TRAINING is dedicated to the improvement of assessment and evaluation practices in education. ASTUTE TRAINING 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 ASTUTE TRAINING trainer/assessors who are involved in any type of competency based assessment (CBT) activity in education. The four key responsibilities are as follows: 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. 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. Policies and Procedures Manual Page 18 of 89 Version 3.1: Oct 2014

19 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. Immediately disclose any attempts by others to exert undue influence on the assessment selection process. 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 students rights before, during, and after the assessment. Administer only those assessments for which they are qualified by education, training, or certification. Understand the procedures needed to administer the assessment prior to administration. Administer standardised 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. 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. Policies and Procedures Manual Page 19 of 89 Version 3.1: Oct 2014

20 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. Grading All courses offered by ASTUTE TRAINING incorporate competency based assessments. The purpose of assessing competency is to confirm that students can perform tasks to the required standards expected in the workplace. Assessment methods can include but are not limited to: practical demonstration, projects, case studies, oral questions, assignments, portfolios, written work, role plays or observation of activities. The outcome of each assessment task will be either Satisfactory (S) or Not Satisfactory (NS). Once students have satisfactorily completed all the assessment tasks for a unit of competency they will be awarded Competent (C) or Not yet Competent (NYC). At the completion of all units for a qualification students will be issued a Certificate or a Statement of Attainment for units completed. Review Process If an assessor assesses a student as Not Yet Competent they will be given oral and written feedback on areas needing improvement and be given an opportunity to re-submit. Timeframes for resubmission should be negotiated between the student and assessor. Assessment Procedures Step 1: Students are issued with a timetable at induction and at the beginning of each term. The assessment process is also explained in detail with particular emphasis placed on the fact that all assessments must be completed in the presence of a trainer. Step 2: At the commencement of each unit of competency the Trainer informs the students of outcomes expected from the unit, the date of the assessment and the type of assessment methods that will be used. The student is informed that if he/she is absent for the assessment they will be given one opportunity for re sit of that assessment within the month of the original assessment date on the Policies and Procedures Manual Page 20 of 89 Version 3.1: Oct 2014

21 nominated day by ASTUTE TRAINING. If the student does not attend the re-sit they will be deemed not yet competent in that unit of competency. Step 3: Once the assessment has been completed the student will be given the result of either S (Satisfactory) or NS (Not Satisfactory) within 14 days. Once the student has satisfactorily completed the required assessments for a unit of competency he/she will receive an outcome of C (Competent) or NYC (Not Yet Competent). Step 4: If a student is deemed NYC (not yet competent) the trainer/assessor will explain why and inform the student of what needs to be completed in order to demonstrate competence. The trainer/assessor will give this information to the student in written format and may need to include an example to assist the student. The student will be advised of the date of re assessment. Please note: Students have a maximum of 2 opportunities to prove competency for every assessment completed. The first attempt is when the unit of competency has been completed and the assessment date scheduled as per the timetable. If the unit is deemed not yet competent the student is offered one re sit opportunity. If still not competent, students will have to pay $100 per assessment to re sit. Students are only offered 2 paid re-sit options for every assessment task. If the student is still deemed not yet competent they will need to discuss re enrolment for those units of competency with the Training Coordinator/Student Support. Step 5: It is an important part of the assessment process to gain feedback from the student. The feedback process also is a requirement for continuous improvement. Step 6: If a student is dissatisfied with the outcome of the assessment marking process, he/she has the right to appeal the assessment results. Step 7: The student continues the course, completes the required assessments, and is issued with a Certificate at the end of the course. If all units of competency have not been graded as competent a Statement of Attainment will be issued for the units of competency that have been deemed competent. All certificates and statements of attainment will be issued within 14 days of course completion Policies and Procedures Manual Page 21 of 89 Version 3.1: Oct 2014

22 Assessment Procedure Flow Chart Student is issued a timetable at induction and again at the commencement of the term. The timetable includes all dates for assessments for the term. Student advised in class of requirements for the unit being studied and date and time of assessment If student is absent for the assessment they will be required to complete the assessment at an allocated time by their trainer under supervised conditions. Any student who was absent for the scheduled assessment will have this information documented on the unit of competency report as MA (missed assessment) and this is to be followed up by the trainers when the student is next in class Student attends class completes workbook activities and any tasks required then undertakes the final assessment as scheduled. The student will be deemed C (competent) or NYC (not yet competent) If a student is deemed not yet competent for any unit of competency the trainer will explain what is required in order to be deemed competent and also provide and obtain feedback on the assessment process. The student will be allocated a date for re sit assessment by the trainer. This will occur within one month of the original assessment. If a student is dissatisfied with the outcome of the assessment marking process, he/she has the right to appeal the assessment results Student continues course completes the required assessments and is issued with a Certificate at the end of the course. If all units of competency have not been graded as competent a Statement of Attainment will be issued for the units of competency that have been deemed competent. If the student does not attend the second scheduled assessment class they will automatically be deemed NYC in that unit of competency and may not re sit without re enrolment If a student is deemed not yet competent on two occasions and they want to attempt the unit a third time there is a fee of $100 which must be paid before the assessment is undertaken. The student will be allocated a date for re assessment by the trainer. This will occur within one month of the assessment. All certificates and statements of attainment will be issued within 14 days of course completion Policies and Procedures Manual Page 22 of 89 Version 3.1: Oct 2014

23 Recognition of Prior Learning Policy ASTUTE TRAINING makes an undertaking that all participants, potential or actual, of ASTUTE TRAINING programs are provided with full recognition of their current skills and knowledge no matter how, why, where and when they were gained. ASTUTE TRAINING will ensure that Recognition of Prior Learning (RPL) is offered to all applicants on enrolment and that the process is structured to minimise time to applicant, and provides adequate information and support to enable applicants to gather reliable evidence to support their claim for 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 skills gained through prior learning and experience stipulated for the unit of the course may be granted RPL upon substantiation of that claim. The RPL application process identifies what a person has 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. The assessment will be professionally conducted and will be valid, reliable, flexible and fair. Evidence 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 In house training courses RPL is available for all subject units. 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 sufficient evidence is not provided an assessment may be negotiated with the student and may consist of interview, written assignment, exam or other. Assessment conducted by a qualified assessor. No fees are charged for the RPL assessment. Successful students are notified promptly of the RPL outcome. The assessor advises unsuccessful students of the reason for non-recognition and steps they can take to have a successful RPL claim, including appeal mechanism. RPL Procedure If a candidate is applying for RPL, the candidate must 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 to the commencement of a course or during the first term of the actual course. Attending an Interview Policies and Procedures Manual Page 23 of 89 Version 3.1: Oct 2014

24 Candidates may be asked to attend an interview, which offers the opportunity to talk through the application. If he/she does not understand something in the interview, they should ask the person to explain more clearly. If they have any other concerns, they are welcome to raise them with the reviewer. Candidates should bring to the interview anything which they believe could assist their claim, for example: Copies of any statements, reference or articles about employment or community involvement. Copies of college reports, certificates or statement about education and training Relevant work samples such as memos, essays, completed work products. Outlines of any courses undertaken. Any other information which might aid the assessment of the request. Evidence Checklist Listed below is a range of evidence that may be used in support of an application for RPL. 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 Portfolio National Recognition Astute Training recognises qualifications and /or Statements of Attainment issued by another Registered Training Organisation (RTO) after verification. Policy RPL Course Credit CRICOS Students Policies and Procedures Manual Page 24 of 89 Version 3.1: Oct 2014

25 This policy and procedure supports Standard 12 Course Credit of the National Code 2007 which states the Registered providers must appropriately recognise course credit within the ESOS framework. This policy implements a procedure for ASTUTE TRAINING to process any student s applications for course credit and document any results, including student verification of the outcome. It will provide a process 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 but 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 an RPL or CT application throughout the enrolment and induction process of the course. This is supported with information provided in the student handbook (international students) and participant handbook (domestic students). 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 Training Coordinator and include original documents to be sighted and copied by reception. 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 Certificates and or Statement of Attainments with detail indicating the units successfully completed including unit codes and titles and dates of completion. (Originals must be sighted for verification purposes) Students are required to submit their application with supporting evidence as required and outlined in the applications: Credit Transfer Policies and Procedures Manual Page 25 of 89 Version 3.1: Oct 2014

26 Students who have completed a Nationally Recognised qualification / unit that has 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 certificate to be sighted by ASTUTE TRAINING 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 reception 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 the 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 the receptionist or an administration assistant will sight the originals and indicate on the copies that originals have been sighted and return originals to the student. ASTUTE TRAINING will at no time keep original certificates. The application is then forwarded to the Training Coordinator to review or if applicable will assign it to the relevant trainer to be assessed and outcomes determined. Where any application for course credit is received by ASTUTE TRAINING, either RPL or CT, ASTUTE TRAINING 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 will be adjusted to reflect any reduction in the period of study the student is enrolled if applicable. ASTUTE TRAINING will provide the student a Confirmation letter. 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. Policies and Procedures Manual Page 26 of 89 Version 3.1: Oct 2014

27 Issuing of Qualifications Policy ASTUTE TRAINING issues all qualifications and statements of attainment as prescribed in the Australian Qualifications Framework 2011, First Edition July 2011 and the requirements of ASQA. ASTUTE TRAINING will issue AQF qualifications and Statements of Attainment within 7 days of course completion. All qualifications and Statements of Attainment issued by ASTUTE TRAINING will comply with the standards outlined in the AQF Australian Qualifications Framework ASTUTE TRAINING 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 units of competency from accredited vocational courses. Procedure ASTUTE TRAINING issues nationally recognised qualifications or Statements of Attainment in accordance with the AQF, for qualifications that are on our scope of registration with ASQA. Qualifications and statements of attainment include the National Training Package title and code, clearly identify the units of competency achieved (including codes), identify ASTUTE TRAINING by its national training provider identification number, and include our address. AQF and NRT logos appear on the certificates and NRT logo on 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 and checked, the following process is applied: Completion of units is progressively recorded on the unit of competency report and entered into the student management database. Upon completion of their course (or withdrawal of enrolment), their file is reviewed by the Training Coordinator. Provided all evidence is held for all of the required units, a qualification or Statement of Attainment is printed and issued by Astute Training. The original qualification is forwarded to the student and a copy is added to the students file. All Certificates and Statements of Attainment are maintained for a period of 30 years in scanned format. Policies and Procedures Manual Page 27 of 89 Version 3.1: Oct 2014

28 Work Health and Safety Policy ASTUTE TRAINING 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. ASTUTE TRAINING 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. ASTUTE TRAINING will provide adequate information regarding hazards and risks within the premises. 4. The Training Manager will consult regularly with staff regarding the development, implementation and review of health and safety issues. 5. ASTUTE TRAINING will ensure the training premises are of adequate size and have adequate heating, ventilation, cooling and lighting. 6. ASTUTE TRAINING s Chief Executive Officer will be the person responsible for the implementation and maintenance of the policy. Safety and Health Legislation and Policy Each student is responsible for ensuring the safety and health of her/his environment by: Making themselves aware of the relevant ASTUTE TRAINING policies, procedures and instructions. Complying with all ASTUTE TRAINING policies, procedures and instructions. Taking reasonable care of themselves and others in the workplace. Co-operating with management so that employees of ASTUTE TRAINING carry out their duties as required under the Work Health and Safety Act Reporting all known or observed hazards, incidents and injuries. Evacuation Procedure Upon hearing the evacuation hooter, all ASTUTE TRAINING students must immediately move to the designated assembly area (Calokerinos Arcade entrance) and follow the instructions given by Staff. The building must not be re-entered until students and staff are instructed to do so by emergency personnel. If the evacuation hooter sounds: Go to the fire exit as directed by Staff Only take your personal belongings Advise a first aid officer of any injured person as soon as possible When you get outside, go to the nominated assembly area and remain in class groups The nominated assembly point is the entrance to the CALOKERINOS ARCADE directly opposite Astute Training s front door. Smoking on ASTUTE TRAINING Premises The No Smoking Policy precludes anyone from smoking while on ASTUTE TRAINING premises. This includes the areas immediately outside entrances to the ASTUTE TRAINING building. 'No Smoking' signs have been installed around ASTUTE TRAINING and they must be obeyed at all times. Policies and Procedures Manual Page 28 of 89 Version 3.1: Oct 2014

29 Access and Equity Access and Equity Policy ASTUTE TRAINING is committed to providing access and equity in all aspects of training. In accordance with the relevant equal employment legislation, ASTUTE TRAINING will not discriminate unlawfully against any person in the processes of skill development opportunities. At ASTUTE TRAINING we understand that some students have different needs, and as a result we may be able to offer a range of different study options to cater for these various needs and extenuating circumstances. Astute Training undertakes to: Promote access to training for all people regardless of gender, socio economic background, disability, ethnic origin, sexual orientation, age or race Ensure training services are delivered in a non discriminatory, open and respectful manner Train all staff members so that they are appropriately skilled in access and equity issues Conduct student selection in a manner that includes and reflects the diverse student population Actively encourage the participation of students from traditionally disadvantaged groups Anti Discrimination, Human Rights and Equal Opportunity Astute Training takes great care to ensure that all students and staff members are treated fairly and equitably and that everyone on ASTUTE TRAINING s premises complies with the NSW Government s Anti Discrimination Act Discrimination means treating someone unfairly because they belong in a particular group of people. Harassment is unwelcome, unsolicited and non reciprocated behaviour and it is based on an inappropriate assumption of power. Harassment may be intentional or unintentional and it may take many forms, such as verbal, written or physical. As in any area of human interaction, the boundaries of what constitutes harassment victimisation and bullying may vary from person to person. Employees and students of ASTUTE TRAINING will recognise and respect the boundaries set by others. If you believe you are experiencing harassment or discrimination refer the matter to the General Manager immediately, in the absence of the General Manager contact the Training Manager All people associated with Astute Training may expect the same rights: The right to learn, teach or carry out their duties The right to be treated fairly and with respect The right to be safe in the workplace The right to have all reports of harassment to be treated seriously, impartially and sensitively. Harassment and discrimination, including victimisation and bullying, is unwelcome, uninvited and unacceptable behaviour that will not be tolerated The right to inform management of any harassment and management has the responsibility to take immediate and appropriate action to address it Students have the responsibility to: Allow others to learn Make ASTUTE TRAINING a safe place to study by not threatening, bullying, or hurting others in any way Make the classroom safe by obeying instructions Policies and Procedures Manual Page 29 of 89 Version 3.1: Oct 2014

30 Make ASTUTE TRAINING premises safe by not bringing illegal substances or weapons onto our premises: and Not steal, damage or destroy the belongings of others It is expected that all staff will: When acting in the course of their employment, comply with all applicable Australian laws Maintain appropriate confidentiality Disclose, and take reasonable steps to avoid any conflict of interest in connection with their employment Not use status, power or authority, in order to gain, or seek to gain a benefit or advantage for the employee or for any other person. Victimisation is unacceptable and will not be tolerated. No person making a complaint or assisting in the investigation of a complaint will be victimised. Harassment should not be confused with legitimate comment and advice which may include feedback given appropriately by management or trainers and assessors. Sexual Harassment A person sexually harasses another person if: The person makes an unwelcome sexual advance, or an unwelcome request for sexual favours, to the person harassed or Engages in other unwelcome conduct of a sexual nature in relation to the person harassed Conduct of a sexual nature includes making a statement of a sexual nature to a person, or in the presence of a person, whether the statement is made orally or in writing. This kind of behaviour will not be tolerated If you believe you are experiencing harassment refer the matter to the General Manager immediately, in the absence of the General Manager contact the Training Manager. Discrimination Discrimination is broadly defined as treating one person unfairly over another based on factors that are unrelated to their ability or potential. State and Federal legislation protects people at work and in education from discrimination on the basis of certain attributes and from being treated unfairly because they have complained about discrimination. Under the Fair Work Act 2009, discrimination is disadvantaging someone in the workplace or education because of their: race and/or colour sex sexual preference age physical or mental disability marital status family or carer s responsibilities pregnancy religion political opinion Policies and Procedures Manual Page 30 of 89 Version 3.1: Oct 2014

31 Financial Management Policy A Certified Practicing Accountant (CPA) certifies the accounts of ASTUTE TRAINING annually. The CEO is responsible for the effective management of ASTUTE TRAINING finances. There are two signatories for the organisation. ASTUTE TRAINING is a member of ACPET and contributes to the Overseas Student Tuition Assurance Scheme (OSTAS) for the assurance of student fees. The Accounts person uses financial management software (MYOB) and reports monthly on ASTUTE TRAINING S financial position. Where necessary, meetings are held to review the financial position of ASTUTE TRAINING. Any changes to financial management policy are documented. Payment in Advance CRICOS Student Fees No more than 50% of course fees are permitted to be paid by a student when commencing a course. Students are provided with a reminder letter one month before fees are payable. All International students at ASTUTE TRAINING are required to make fee payments in advance on a quarterly basis. Issue of Client Receipts Following payment from clients, an official numbered invoice/receipt will be provided to clients and a copy is retained in the students file. Copies of receipts will record the following information: The payment amount Brief description of purpose of receipt Name of person/organisation paying Receipt date Signature of person receipting the funds Monies and receipt number is recorded on the fees spreadsheet. The original copy of the receipt is distributed to the client and a copy is retained in electronic format and also in hard copy in the students file. 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 General Manager s approval A refund will be issued when approved Details will be entered into the student record file Details will be entered into MYOB A signed cheque/electronic / bank draft refund will be raised for dispatch Refund will be dispatched as per instructions Policies and Procedures Manual Page 31 of 89 Version 3.1: Oct 2014

32 Fees Schedule Student deposits, fees and any refunds are recorded into the financial management software (MYOB). Student deposits are held in the account and are not released until the student enrols. Fees are only allocated as income when the student has enrolled and commenced studies. $150 enrolment fee applies to International Students payable on enrolment and this fee is nonrefundable At the time of enrolment students are required to pay the following fees: Enrolment fee, OSHC fee (if applicable) and the first term of tuition fee. From this point students will receive written notice of their next fee payment four weeks before the due date. Should fees remain overdue for more than 14 days ASTUTE TRAINING will send a second letter requesting payment and the final letter sent will inform the student of Astute Training s intention to report them for non-payment of fees to DIAC via PRISMS. The normal appeals process applies and DIAC are notified after the 20 day period has passed if no appeal has been lodged. Whilst student fees are outstanding students may 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 student and is kept within the financial management system software for up to five years as required by taxation legislation. It should also be noted that any school aged dependants accompanying a student to Australia will be required to pay full fees if they are enrolled in either a government or non-government school. Fees Refund Policy In the unlikely event of default by ASTUTE TRAINING, such situations are covered by the provisions of the ESOS Act 2000 and the ESOS Regulations In the circumstances of provider default where the refund option is chosen by the student, ASTUTE TRAINING 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 Offer Letter 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 the college 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 the college in writing whether they agree to the alternative arrangement. International Students The tuition fees will be refunded only under the following circumstances as shown in the table below: Policies and Procedures Manual Page 32 of 89 Version 3.1: Oct 2014

33 Enrolment Fee Tuition Fees Visa refused prior to course commencement Withdrawal at least 28 days prior to agreed start date Withdrawal less than 28 days prior to agreed start date Withdrawal after the agreed start date Visa cancelled due to actions of the student Visa extension is refused Withdrawal from study - current students Compulsory Health Insurance (Student Visa holders only) Airport Pick-up Non-refundable Full refund 80% refund No refund No refund No refund Return of unused tuition fees Refund of unused tuition fees (of the following term/s) (Notification of Withdrawal form must be received 4 weeks prior to term commencement by Student Administration) Refer to OSHC provider Full Refund if service cancelled prior to flight arrival Tuition fees will be not refunded under the following circumstances: 1. A Student whose enrolment is terminated for failure to comply with ASTUTE TRAINING s policies and procedures and the requirements of their Student Visa by DIAC. 2. The Student cancels the enrolment less than two weeks prior to 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 General Manager 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 of $200 will be charged for processing refunds. The $150 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. Staff are responsible for referring all enquiries regarding fees, charges and refunds to the General Manager Withdrawal from commenced course In the event the students intend to transfer their study to another provider or terminate their study, one months notice in writing is required before the commencement date of the next term. If less than one months notice is given, the student or an agent have the obligation to pay the following term s fees according to the instalment indicates on the offer letter. Students must advise Astute Training in writing of their intention to withdraw and the reason. Payment in Advance Local or Domestic Students A $250 deposit is required before the course commences and students then nominate whether they want to make fee payments weekly or fortnightly. Policies and Procedures Manual Page 33 of 89 Version 3.1: Oct 2014

34 Cancellation and Refund Policy for Domestic Students 1. All courses require a deposit of $250 prior to the first day of training. 2. Tuition fees will be refunded only in the following circumstances: Provider default a provider defaults when: i. The course does not start on the agreed starting day; or ii. The course ceases to be provided at any time after its starts but before it is completed; or In the case of provider default, refunds will be made within two weeks after the default day and Astute Training will give the student a statement that explains how the amount has been worked out. 3. Tuition fees will not be refunded if: The student s personal circumstances change The student/client withdraws from the course after the commencement of the first day of training The student does not start on the agreed date; The student withdraws from the course before completion The student has been issued learning and assessment materials 4. Should a student become seriously ill or suffer exceptional circumstances of a compassionate nature (such as death or severe illness in the immediate family) and can no longer continue their study, Astute Training may refund the balance of the unused fees. This fee refund is wholly at the discretion of Astute Training. Appropriate evidence, such as a medical certificate will be required. 5. If there is a refund to be made, Astute Training will pay the amount within four weeks after receiving a written claim from the student. This timeframe does not apply to refunds associated with provider default. 6. Refunds will only be given to the person who paid the fees. Therefore, if the employer of the student paid the fees the refund will go to the employer. 7. This agreement does not remove the right to take further action under Australia s consumer protection laws. 8. Astute Training s dispute resolution processes Student/Client Complaints and Grievance Policy and Procedure do no restrict the students right to pursue other legal remedies. 9. Any training material that is required to be replaced due to loss or negligence on behalf of the student a $20.00 replacement fee will be charged. Fee is required prior to training material being re-issued. 10. Students who DO NOT complete the course in the specified timeframe may incur additional charges. Termination ~ Astute Training reserves the right to expel a student for serious breach of discipline. Fees will not be refunded. Policies and Procedures Manual Page 34 of 89 Version 3.1: Oct 2014

35 Records Maintenance ASTUTE TRAINING will maintain effective, accurate, relevant records and reporting systems. Records maintenance is the responsibility of the Administration Assistant. ASTUTE TRAINING will abide by the National Privacy Principles. Student information is not disclosed to anyone outside ASTUTE TRAINING without the student s consent. Student records are confidential and available to the student only on request. However, information provided by the students to ASTUTE TRAINING may be made available to the Commonwealth and State Agencies and the Fund Manager of the ESOS Assurance Fund. ASTUTE TRAINING is required under Section 19 of the ESOS Act to tell DIAC about certain changes to a student enrolment and any breach of a student Visa condition relating to attendance or academic performance. ASTUTE TRAINING keeps all records of students results for 30 years in electronic format. Training Records (kept for 2 years from the date of course completion) These may include but are not limited to: Student enrolment form, fees and signed induction check list, copy of passport & IELTS Attendance records detailing date and time of training session together with trainer/assessor signature and unit of competency taught Records of assessments and work experience (if applicable) Transcripts of students outcomes (kept for 30 years) Certificates and Statements of Attainment (kept for 30 years) Administration Staff are responsible for maintaining and filing information on students assessment outcomes. This information is entered into a student management system which is AVETMISS compliant software. Attendance percentages are entered on to an excel spreadsheet weekly by the administration staff and unit of competency reports updated on a daily basis by the Training Manager. Staff Records ASTUTE TRAINING 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. These contain records and/or copies of: Application for employment including contact details Verified qualifications and résumé Record of discussions in process of verifying qualification (where relevant) Signed employment contract and induction checklist Declaration of having read, understood and agreeing to abide by the Policies and Procedures of ASTUTE TRAINING Records of performance appraisal Evidence of participation in professional development opportunities Policies and Procedures Manual Page 35 of 89 Version 3.1: Oct 2014

36 Staff files are confidential and may only be accessed by the individual staff member, the General Manager, Training Manager and Training Coordinator. Storage of files and records All staff and student files are securely stored in locked filing cabinets and scanned upon completion Student records are entered into the student database accurately and efficiently by the Administration Staff on to the student database management system. Student electronic records are backed up daily A copy of backed up records are stored securely off-site at the IT Company Computer Discounters located in High St Penrith Records of student results are kept for thirty years and will be transferred as advised by ASQA if ASTUTE TRAINING ceases to operate as an RTO. Students must bear the cost for re-issue of original Certificates and Statements of Attainment International Student Records It is an Australian Government requirement that ASTUTE TRAINING 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 and academic performance details of payments received, information on international student health cover, level English proficiency and the student s passport and visa numbers. Astute Training must also keep a record of the reason for a student s termination of studies. Once an international student has enrolled at ASTUTE TRAINING 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 ASTUTE TRAINING of their residential address within 7 days of arriving in Australia. Similarly, they must notify ASTUTE TRAINING within 7 days of any change of address and contact details. Failure to do so may be reported to DIAC and could lead to cancellation of their visa. When an international student is absent from college for more than 10 days without approval, or when they are not consistently attending the course, Astute Training will contact and counsel the student and issue applicable warning letters. Using the Provider Registration and International Students Management System (PRISMS) 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 with visa conditions relating to course progress Reporting student non-achievement of academic requirements Report student via PRISMS if: The student 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 Policies and Procedures Manual Page 36 of 89 Version 3.1: Oct 2014

37 Changes their course or its duration Fails to comply with their visa conditions regarding academic performance. The Training Coordinator/Student Support is responsible for: Advising students of attendance requirements at induction Advising students of expected academic achievements Advising students of the need to keep Astute Training informed of their current Australian residential address and contact details. This information will be updated at the commencement of each term Maintains individual student records of counselling and intervention strategies (if applicable) and document via file notes information discussed with student. The Administration Assistant is responsible for: Collecting and maintaining accurate records of student attendance and the follow up of attendance weekly via Issuing of student correspondence including fee letters, approved leave and attendance warning letter Update of units completed in the student management system weekly and completion of interim transcripts at the commencement of each term The CEO is responsible for: Reporting non-compliance with visa conditions to DIAC via PRISMS. Archiving files Completed hard copy files are separated from current files and archived alphabetically for a period of 2 years. After 2 years they are destroyed by shredding and disposed of in an appropriate manner. 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 Records of Professional Development Policies and Procedures Manual Page 37 of 89 Version 3.1: Oct 2014

38 Version Control ASTUTE TRAINING 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 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. This is placed into the document footer and is to look like the example below. Policies and Procedures Manual Page 38 of 89 Version 1: July 09 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 General Manager 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 by the Administration Manager. 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 consistency. Attendance Monitoring Procedure Domestic students All domestic students should attend a minimum of 80% of all scheduled face to face training sessions in order to complete the requirements of their course. Students will be informed of this policy and its consequences through the following means: Inclusion of information about attendance in the student pack issued for enrolment Induction during the first day of the course. Thorough training of all trainer/assessors in this requirement, so it can be reinforced in classes. Students who have been absent for more than 2 weeks will be followed up with a phone call and asked when they will be returning to class. If contact cannot be made via telephone a letter will be sent to the current address in the student s file. Policies and Procedures Manual Page 38 of 89 Version 3.1: Oct 2014

39 Overseas Student Attendance Monitoring Policy and Procedure Purpose The purpose of this policy and procedure is to systematically monitor students compliance with student visa conditions relating to attendance Policy ASTUTE TRAINING will systematically monitor students compliance with student visa conditions relating to attendance. Students sign the attendance record each class and attendance is entered into the student management system WiseNet by the trainer The administration staff follows up student attendance each week and sends an or text message to any student who has been absent that week Where the student has been absent for 5 consecutive scheduled study days the administration assistant will notify the General Manager and send an or letter advising the student to contact Astute Training immediately or it will be assumed that they are no longer studying. If a response has not been received within 7 days of the date of the letter the student s CoE will be cancelled under cessation of studies At the end of each term the attendance % report is printed from WiseNet and letters issued to all students who are below the required 80% Note: In the event that a student s enrolment is suspended, the period of suspension of enrolment (as entered in PRISMS) will not be calculated in the attendance monitoring calculations. Satisfactory Academic Attendance ASTUTE TRAINING s attendance requirement is 80% or greater for scheduled classes per term Unsatisfactory Attendance An attendance average of less than 80% for scheduled classes per term is deemed by ASTUTE TRAINING to be unsatisfactory attendance and in breach of our attendance requirements. Exception to the 80% requirement If a student is identified as having attendance below 80% but above 70% ASTUTE TRAINING may decide not to report the student for breaching the 80% requirements where: The student s records clearly indicate that the student is maintaining satisfactory course progress, and ASTUTE TRAINING confirms that the student is attending at least 70% of the scheduled course contact hours for the course in which he or she is enrolled Informal Attendance Follow Up ASTUTE TRAINING will be proactive in notifying and counselling students who are at risk of failing to meet attendance requirements. The administration assistant follows up student attendance each week and sends s or text messages to any student who has been absent that week upon return to class the trainer advises them to make up the hours and entered the date the student will attend a make up class so they do fall below the 80% attendance requirement. Policies and Procedures Manual Page 39 of 89 Version 3.1: Oct 2014

40 First Notification ( letter issued as an attachment via if no address is posted to current residential address on the students file) A First Notification letter will be issued to students in the following circumstances: At the end of term when the attendance % has been calculated a letter will be issued to all students who have a final attendance % for the term of below 80% During the term, if a student is absent for more than 5 consecutive scheduled study days, regardless of the student s attendance percentage, the student will be issued 1 st Notification of Attendance Letter. The student will also be required to attend an appointment with the Training Coordinator/Student Support and supply a copy of any medical certificates or written explanations regarding the absence. Students should retain original medical certificates in case they are required by DIAC. The certificates or explanations must be dated from the first day of the absence. Note: It is the students responsibility to contact Astute Training if the student needs to be absent from class or is sick. Second Notification (letter issued as an attachment via if no address is posted to current residential address on the students file) Once a student is issued with the First Attendance Letter at the end of the term they are informed of the hours that need to be made up to bring their attendance % back up to the required 80%. The administration staffs follows up attendance on a weekly basis and will advise the General Manager if a student who has been issued with a first warning letter is not attending as required and falling below 80%. The student will then be issued with a 2nd Notification of Attendance letter and asked to attend a meeting with the Training Coordinator/Student Support or in their absence the General Manager to discuss possible compassionate or compelling circumstances that may be affecting the student s attendance. An intervention strategy is to be negotiated at a meeting between all parties with a view to improving the student s attendance. The intervention strategy must be signed by all parties. The original copy is given to the student and a copy is kept in the students file. Intervention Strategy The intervention strategy is for students who are not meeting or at risk of not meeting the attendance requirement of 80%. The Training Coordinator/Student Support will liaise with their trainer to determine the intervention strategy required to assist the student to meet the attendance requirements. Students may be accompanied by a support person at the face to face meeting. The intervention strategy may include: Attending tutorial or study groups Receiving individual case management Receiving assistance with personal issues which are influencing progress or attendance Receiving mentoring The intervention strategy must be explained and the student must indicate whether or not they agree to abide by the terms. All parties, including the student must sign the intervention strategy. The document should be placed in the students file. At the time that the intervention strategy is agreed to: the student is made aware that further unsatisfactory attendance will lead to the student being reported to DIAC which may lead to the cancellation of his/her visa, depending on the outcome of any Policies and Procedures Manual Page 40 of 89 Version 3.1: Oct 2014

41 appeals. A record of all intervention measures implemented and all relevant documentation will be kept in the students file. Administration staff will continue to monitor the attendance of the student following and intervention strategy and advise the General Manager of any concerns. Reporting the Student At the point where it is determined the student will not be able to meet the 80% attendance requirements for their course, written notification of ASTUTE TRAINING s intention to report the student to DIAC will be issued via the Letter of Intention to Report by the Training Coordinator/Student Support. Note: The reporting process will only be initiated for a student after the student has received both notification letters and the Intervention Strategy has been implemented and the student has been allowed time for the intervention to run its course. The Letter of Intention to Report must advise the student that he/she has 20 working days to access (not complete) the appeals process. This notification will be sent via express post. Immediately following the 20 working days where the student has not submitted a request to appeal or after the appeals process is completed and the original decision stands, the student will be reported to DIAC via PRISMS with the approval of the PEO. With the approval of the PEO, ASTUTE TRAINING reserves the right to report the student to DIAC via PRISMS if the student has not commenced studies or has been absent for 10 consecutive days and has not made any contact with Astute Training. The Migration Legislation Amendment (Student Visas) Bill 2012 amended section 20 of the Education Services for Overseas Students Act 2000(the ESOS Act) to cease the requirement for education providers to send a notice to a student who has breached a prescribed condition of their student visa. Hence as of 13 th April, it is no longer a requirement to print a section 20 notice and send it to the student. Appeals A student may appeal ASTUTE TRAINING s decision to report on the following grounds: ASTUTE TRAINING s failure to record or calculate a student s attendance accurately Compassionate or compelling circumstances, or An intervention strategy was not implemented according to this policy and procedure document If the appeal shows that there was an error in calculation, and the student actually made satisfactory attendance, the student will not be reported, and there is no requirement for intervention. If the appeals process shows that the student has not maintained satisfactory attendance, but there are compassionate or compelling reasons for the lack of attendance, ongoing support must be provided to the student through the intervention strategy, and ASTUTE TRAINING will not report the student to DIAC unless the student reaches and unsatisfactory attendance level of 70% or below (absence percentage of 30% or above) Policies and Procedures Manual Page 41 of 89 Version 3.1: Oct 2014

42 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 capability 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 class Bereavement of close family members such as parents, siblings, or grandparents Major political upheaval or natural disaster in the home country requiring their emergency travel and this has impacted their studies A traumatic experience which could include but is not limited to: -Involvement in or witnessing a serious accident -A serious crime was committed against the student -The student has been witness to a serious crime These cases may be supported by police, qualified counsellor or psychologists reports and copies of these documents should be kept in the students file. The PEO may consult the student s trainer or the Training Coordinator/Student Support when considering compassionate or compelling circumstances. Procedures Position Trainer Administration Officer Training Coordinator/Student Support Training Coordinator/Student Support Trainer (if required) Student (and witness if requested) Responsibilities and Tasks 1. Trainer verifies attendance every session and forwards the attendance record to the Administration Officer weekly 1. Monitors attendance on a weekly basis 2. Monitors students make up hours on a weekly basis after the 1 st Warning Letter has been issued 3. Sends and or text message to any student who has not attended class in the current week 4. Records the follow up and gives a copy to the General Manager weekly 5. Meets with any student who wants to discuss their attendance 1. Meets with any student who has been identified as being at risk of not meeting the attendance requirement or who is below the attendance requirement and has been issued with a 2 nd Warning Letter and appointment time 2. All participants meet to discuss attendance and determine if there has been any compassionate or compelling circumstances that is affecting the students attendance 3. If there are no compassionate or compelling circumstances, a discussion will take place and an intervention strategy put in place to assist the student in meeting the attendance requirement. The attendance requirement of 80% is reinforced with the student 4. The intervention strategy is signed and dated to indicate that the student agrees with the terms of the strategy and Policies and Procedures Manual Page 42 of 89 Version 3.1: Oct 2014

43 Training Coordinator/Student Support is aware of the consequences should they breach the intervention strategy. 5. The original Intervention Strategy is given to the student and a copy kept in the students file 6. Attendance for the student will be monitored closely by the Administration Officer who will inform the Training Coordinator/Student Support if the student is absent for any reason 1. If the student is deemed unable to meet the 80% attendance requirement after the issue of first notification, second notification and implementation of intervention, the student is to be notified in writing of Astute Trainings intent to report him/her to DIAC via Letter of Intention to Report. Letter to be issued by Training Coordinator/Student Support after approval has been given by the PEO PEO Note: The student must not be reported without the approval from the PEO and until the appeal timeframe of 20 working days has lapsed and an appeal outcome has been reached Training Coordinator/Student Support If the student has chosen not to access the complaints and appeals process within the 20 working day period, or withdraws from the process, or the appeals process is finalised and the student is deemed to have failed to meet satisfactory attendance: 1. The student is to be reported to DIAC via PRISMS within 5 working days 2. Section 20 Notice is mailed via express post to the last known address of the overseas student or personally handed to the student ( with the student s signature, acknowledging receipt of the Section 20 Notice) 3. A copy of the Section 20 Notice is placed in the students file 4. With the approval of the PEO, the student is reported to DIAC via PRISMS Overseas Student The overseas student must present to DIAC within 28 working days to explain the breach, or their student visa may be automatically cancelled References The National Code 2007 Forms o o o o 1 st Notification Letter 2 nd Notification Letter Intervention Strategy Letter of Intention to Report Attendance Policies and Procedures Manual Page 43 of 89 Version 3.1: Oct 2014

44 Listed below is a table of student attendance: Acceptable attendance Unacceptable attendance Day 1 Day 2 Day 3 Total Hrs 1 day class 8hrs 1 day class 8 hours 1 half day session or evening class 4 hours 20 hours 100% EXCELLENT THIS IS PERFECT ATTENDANCE 1 day class 8hrs 1 day class 8hrs 16 hours ACCEPTABLE ATTENDANCE 80% 1 day class 8hrs 1 half day session or evening class 1 half day session or evening class 16 hours ACCEPTABLE ATTENDANCE 4 hours 4 hours 80% 1 day class 8hrs 1 half day session or evening class 12 hours NOT ACCEPTABLE 4 hours 60% 1 day class 8hrs 8 hours NOT ACCEPTABLE 40% 1 half day session or evening class 4 hours 1 half day session or evening class 4 hours 8 hours 40% NOT ACCEPTABLE 1 half day session or evening class 4 hours 20% NOT ACCEPTABLE 4 hours Policies and Procedures Manual Page 44 of 89 Version 3.1: Oct 2014

45 Overseas Student Course Completion Policy Generally students are expected to complete their course within the duration of study as recorded on PRISMS. Generally a full-time student is scheduled 20 hours attendance per week. At the commencement of each term the Training Manager must review student programs to ensure that each student will complete their course within the expected duration of study. ASTUTE TRAINING 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 ASTUTE TRAINING is unable to offer a prerequisite unit at the time it is required; Where ASTUTE TRAINING is implementing an intervention strategy for students at risk of not meeting academic progress requirements; Where ASTUTE TRAINING 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 ASTUTE TRAINING on PRISMS and if necessary a new CoE issued. Any extension to the duration of a student s course, and the reasons for the extension, must be recorded by ASTUTE TRAINING in the student s file Student Change of Course The student is required to complete the "Application to Change Course" form. The student needs to make an appointment to see the Student Support Officer to obtain approval for a change of course. ASTUTE TRAINING 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 Fees from the previous course have to be adjusted to the new total current course fee Students must pay the new course fee less the adjusted amount (if applicable) 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, PRIOR to the issuing of the new e-coe. Policies and Procedures Manual Page 45 of 89 Version 3.1: Oct 2014

46 National Recognition ASTUTE TRAINING will recognise all Australian Qualification Framework qualifications and statements of attainment issued by all other registered training organisations within Australia. ASTUTE TRAINING will check that the stated registered training organisation is able to actually issue the qualification or statement of attainment presented. ASTUTE TRAINING acknowledges that from time to time this information may not be able to be verified and in that situation ASTUTE TRAINING will accept the submitted document on face value. Procedure The General Manager will ensure that all information and marketing material that is provided to all students whether they be current or potential contains advice that ASTUTE TRAINING 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 General Manager will ensure that all ASTUTE TRAINING employees either full-time or contract have been informed of their obligations in relation to national recognition. The Training Manager 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). ASTUTE TRAINING 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 an ASTUTE TRAINING 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 Training Manager 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 National Training Information Service 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 Training Manager or designated 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 Policies and Procedures Manual Page 46 of 89 Version 3.1: Oct 2014

47 Language, Literacy and Numeracy Policy All courses at ASTUTE TRAINING 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 reflected 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 SNR Standards make clear that RTO s 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 a 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 ASTUTE TRAINING 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 of tasks in a simulated environment Verbal explanations Questions and answers Use of diagrams/charts Decreasing reliance on written forms and text Incorporating actual workplace materials, or modelling tasks on familiar workplace activities Use of toolboxes CRICOS Students In accordance with 9-13 of the National Code 2007, ASTUTE TRAINING places students in the course most appropriate to their levels and goals. All students are expected to have reached an acceptable level of proficiency in the English language. Students whose first language is not English are required to have sat the IELTS test or equivalent and meet the specified standard for English. International students need an IELTS level of 5.5 or proof that the medium of instruction at school has been in English with a satisfactory grade in English in final examinations or a copy of a Certificate or Statement of Attainment from another Registered Training Organisation in Australia. If a student cannot provide evidence of English proficiency they will be asked to complete an English Test. At induction if the Training Coordinator/Student Support observes that a student is having difficulty completing paper work the student will be asked to complete the English test and based on the result will either commence the course or be referred to an English course prior to commencement. Policies and Procedures Manual Page 47 of 89 Version 3.1: Oct 2014

48 Identifying Learning Needs Language and Literacy ASTUTE TRAINING 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 where necessary 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. 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 must 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. Policies and Procedures Manual Page 48 of 89 Version 3.1: Oct 2014

49 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 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. 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. 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 any or all of the following: Discussions with the student about prior education & experience An assessment of literacy and oral skills Questionnaire Records of previous skills, education & training A combination of the above. The initial assessment, in essence, is an observational analysis undertaken during the sign-up process. All students are required to complete the Enrolment Form. This includes statistical information required by various Government agencies and the information collected is mandatory. A staff member from Astute Training 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. Policies and Procedures Manual Page 49 of 89 Version 3.1: Oct 2014

50 If the student Does not understand the staff members explanation Has difficulty understanding the questions on the enrolment 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 Training Coordinator ortraining Manager for further action. The Training Coordinator or Training Manager 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 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 Policies and Procedures Manual Page 50 of 89 Version 3.1: Oct 2014

51 CRICOS students Initial discussions with ASTUTE TRAINING or if applicable the agent should determine the following: What sort of things does a student need to be able to write, read, verbally communicate, listen to and understand in order to complete the course satisfactorily? Are there any mathematical calculations involved in the course? Check IELTS score or English course results Check if a student has previously completed a qualifcation in Australia Assessing English Language Proficiency Procedure CRICOS 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 for OFF SHORE STUDENTS Assessment Level English Level Requirement Academic Background 1 No requirements No requirements 2 No requirements No requirements IELTS with a preliminary 30 week maximum ELICOS course or 5.5 IELTS IELTS with a preliminary 20 week maximum ELICOS course or 5.5 IELTS with no preliminary ELICOS course Successfully completed Year 11 or equivalent (by providing school reports and academic records) Successfully completed Year 12 or equivalent (by providing school reports and academic records), Students applying for course entry must complete the application form, sign and date where required supply verified evidence of qualifications, work experience (if relevant) and IELTS results or proof of an accepted equivalent. If a student does not have proof of English they may be asked to complete a short English Test. The CEO 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 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 via offer of acceptance. If there are any requirements not met an offer conditional to the student satisfying the outstanding criteria will be issued instead. The IELTS provided must have been taken no more than two years before the time of the application. Policies and Procedures Manual Page 51 of 89 Version 3.1: Oct 2014

52 Student Enrolment and Orientation - CRICOS All students are to complete a Student Formal Written Agreement on acceptance into any course offered by ASTUTE TRAINING and prior to paying any fees to ASTUTE TRAINING. The student will previously have submitted an application form and received all information relating to living in Australia and studying at ASTUTE TRAINING. 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 ASTUTE TRAINING on the web, via an agent or from Astute Training direct which includes advice on how to access information on the RTO, 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, copy of the student s passport and any other supporting documentation. This is forwarded to ASTUTE TRAINING for initial assessment. 3. The CEO assesses student s enrolment documents and follows the assessing English language proficiency procedure. 4. Once the CEO is satisfied with the information supplied the Letter of Offer and/or the Formal Written Agreement will be created for the student. These documents are then forwarded to the student for signing. The formal written agreement must at a minimum contain the following information: a. Identify the course or courses in which the student is to be enrolled and any conditions on his or her enrolment; b. Provide an itemised list of course money payable by the student; c. Provide information in relation to refunds of course money; d. 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 e. 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 authorisation 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 a unique identification number. Upon arrival in Australia the following procedure will occur for the commencement and orientation of new students to ASTUTE TRAINING. Students have been supplied with a welcome letter outlining the steps to be taken once they arrive in Australia. 1. New students will contact ASTUTE TRAINING and speak to the receptionist who will take down the students contact details and residential address in Australia and advise them of the induction date. Policies and Procedures Manual Page 52 of 89 Version 3.1: Oct 2014

53 2. The Student contact details will be passed over to the Administration Assistant who will enter this information in the Student Management Database and the student file is then created. 3. The student will then attend induction day. The student will also be provided with a copy of the student handbook and a student ID card will be created 4. The program for induction day will include the following: Your stay in Australia Requirements to receive a qualification Certificates issued on successful completion of the course How your skills and knowledge will be assessed Recognition of prior learning or recognition of current competency Assessment processes and how you can appeal if you don t agree with your assessment outcome How you can make a complaint if you are not satisfied with any part of the course How you can get extra help with your learning Course timetable and attendance ESOS videos Student ID Cards (photograph to be taken) Emergency evacuation procedures Your obligations as a student at Astute Training including requirements for achieving satisfactory course progress. Visa requirements Overseas Health Cover Introduction to staff Evacuation procedure and meeting point Fees policy General questions Lunch Study commences and classes begin. Policies and Procedures Manual Page 53 of 89 Version 3.1: Oct 2014

54 Education Agents The overall responsibility for the recruitment and supervision of all education agents is that of the General Manager. Education agents may be members of the Migration Institute of Australia and bound by its Code of Ethics. ASTUTE TRAINING 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 ASTUTE TRAINING 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. The agents contact details will be posted on the website of ASTUTE TRAINING ASTUTE TRAINING will ensure that all education agents that are under agreement have access to the most up to date and accurate information including: Copies of ASTUTE TRAINING 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 requirements) Policies on assessment, including methods, resubmission of work etc. 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 course 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 Policies and Procedures Manual Page 54 of 89 Version 3.1: Oct 2014

55 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, and indicative costs of living Provisions of the Migration Act and Regulations governing overseas student entry and stay in Australia ASTUTE TRAINING 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. ASTUTE TRAINING will terminate their agreement with any Education Agent who is shown to be engaged in activities as outlined above. ASTUTE TRAINING 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 DIAC and lodging a written complaint with the Migration Institute of Australia if the Education Agent is a member. ASTUTE TRAINING 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. ASTUTE TRAINING 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 ASTUTE TRAINING. Minutes of these meetings will be documented for continuous improvement. Deferral, Cancellation and Exclusion - CRICOS 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: Policies and Procedures Manual Page 55 of 89 Version 3.1: Oct 2014

56 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 Training Coordinator/Student Support requesting to defer or temporarily suspend their studies, together with appropriate documentary evidence verifying their situation (for example, a medical certificate). ASTUTE TRAINING will assess the application and make a decision within seven business days. If an application for deferral or suspension is approved, ASTUTE TRAINING will notify the student in writing and place a copy of this letter on the students file. ASTUTE TRAINING will also notify DIAC via PRISMS of the deferral or suspension. If the application is refused the student has the right to appeal a decision by ASTUTE TRAINING to defer, suspend or cancel their studies and ASTUTE TRAINING will not notify DIAC of a change to the enrolment status until the internal complaints 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, plagiarise 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 trainer/assessor about their knowledge, ability, or the amount of original work they have done. Student s responsibilities: Assessments a) Students must not help or receive assistance from other students other than those approved by the trainers such as working in groups for activities etc b) Students must not request the loan of or lend devices to other students c) Students must not use computer software or other devices during an assessment other than those specified. A student may be excluded from a final assessment in a unit of competency 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. Academic misconduct General misconduct Other assessment tasks a) Students must not use another person s concepts, results or conclusions and pass them off as their own Policies and Procedures Manual Page 56 of 89 Version 3.1: Oct 2014

57 b) 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. Astute Training s responsibilities: Procedural fairness 1. Students must be treated fairly, with dignity and with due consideration 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 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 ASTUTE TRAINING. 5. The following penalties may be imposed: a warning, failing the unit of competency, exclusion from ASTUTE TRAINING. 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 General Manager 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. General misconduct Students are expected to respect other students, staff and property so that learning and teaching can take place freely, safely and without barriers 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; damages or steals ASTUTE TRAINING property or the property of others; alters/defaces ASTUTE TRAINING documents or records; prejudices the good name of ASTUTE TRAINING, or otherwise acts in an improper manner. ASTUTE TRAINING 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. a) Contravenes any rules or acts; b) Prejudices the good name or reputation of ASTUTE TRAINING; c) Fails to comply with conditions agreed in the contract; d) Wilfully disobeys or disregards any lawful order or direction; e) Refuses to identify him or herself when lawfully asked to do so by a staff member of ASTUTE TRAINING; Policies and Procedures Manual Page 57 of 89 Version 3.1: Oct 2014

58 f) Fails to comply with any penalty imposed for breach of discipline; g) Obstructs any member of staff in the performance of their duties; h) Acts dishonestly in relation to admissions to ASTUTE TRAINING; i) Alters any documents or records; j) Harasses or intimidates another student, a member of staff, a visitor to ASTUTE TRAINING, 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; k) Breaches any confidence of ASTUTE TRAINING; l) 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; m) Steals, destroys or damages a facility or property of ASTUTE TRAINING or for which act is responsible; or n) 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 ASTUTE TRAINING. If the student admits to the alleged misconduct, the General Manager may impose one or both of the following: A charge for the cost of damage to facilities and equipment Temporary exclusion from ASTUTE TRAINING. The General Manager may impose the penalty of permanent exclusion from ASTUTE TRAINING in the case of physical or verbal abuse of students or staff of ASTUTE TRAINING, repeated or severe misconduct, or in the case of criminal acts. Policies and Procedures Manual Page 58 of 89 Version 3.1: Oct 2014

59 Staff Recruitment Policy It is ASTUTE TRAINING S aim to recruit, motivate and retain qualified and skilled staff appropriate to the current and future needs of the RTO. This policy is intended to act as a guide during recruitment, to ensure a highly skilled and diverse workforce with the appropriate experience and qualifications are employed by ASTUTE TRAINING. The appointment process will be consistent with relevant awards, certified agreements, and RTO policy and be in the best interest of the RTO and the candidates. The General Manager is responsible for implementation of this policy. Recruitment and selection The management of the recruitment and selection process will enhance the RTO s 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 incorporating the principles listed below: Confidential Transparent Timely and cost efficient Effective Free from conflict of interest It is the responsibility of the General Manager and the Training Manager to ensure that the selection process meets the above criteria and that the process is conducted as evidence based process. Applicants 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 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 the RTO if it is considered that advertising in unlikely to attract a more suitable candidate. Appointment Appointment may only be made if the General Manager has approved the position description. All appointees will be required to sign an employment agreement which outlines the terms and conditions of the position. Probation New appointment to all positions will be subject to a probation period. The probation period term will be stated at the interview and in the letter of offer to the successful applicant. As a general guide: Policies and Procedures Manual Page 59 of 89 Version 3.1: Oct 2014

60 Training and management positions will have a probation period of 3 months. Implementation Procedure ASTUTE TRAINING 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 descriptions Following the Staff Recruitment Policy, which includes recruiting staff based on the competencies required, as spelled out in the Standards for NVR Registered Training Organisations, the National Training Package for Training and Assessment (currently TAE), or any other applicable National Training Package. Inducting staff in a structured manner, following the Staff Induction Policy. Ensuring that all staff 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. 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 customised 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 General Manager will determine whether the qualifications have been issued by another RTO and whether they were issued to the potential employee. 3. The General Manager 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 General Manager or Training Manager 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 General Manager must have confirmed the vocational experience listed on a current resume of the potential employee. 2. The General Manager 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 General Manager 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 résumé, 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 General Manager with the words: <Verified by on > 6. In a situation where the reference is inconclusive, the General Manager shall conduct a practical assessment of the potential employee and where borderline, the General Manager shall sit in on classes conducted by the potential employee should appointment proceed. Policies and Procedures Manual Page 60 of 89 Version 3.1: Oct 2014

61 Staff Induction Policy ASTUTE TRAINING will ensure that all new staff to the organisation 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 ASTUTE TRAINING management dependent on the nature of the work the person will be engaged in and the availability of senior staff. 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 ASTUTE TRAINING 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 Standards for NVR Registered Training Organisations and the National Code of Practice Instruction on ASTUTE TRAINING 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 ASTUTE TRAINING if applicable Information on the various Commonwealth and State legislative requirements such as OH&S Act, Vocational Education and Training Act, etc. and sign the Staff Declaration confirming awareness of the relevant legislations and acts governing vocational education. 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 Training Manager if applicable. Staff Professional Development The purpose of this policy is intended to ensure that all employees of ASTUTE TRAINING are provided with the opportunities for professional development of their skill sets. ASTUTE TRAINING 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. Policies and Procedures Manual Page 61 of 89 Version 3.1: Oct 2014

62 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. Staff will be required to validate their knowledge and skills on a yearly basis. All staff will be provided with opportunities to attend external workshops that are relevant to their area of expertise. ASTUTE TRAINING may annually hold two internal professional development workshops and assessment validation sessions that will generally be held over two days. These workshops are designed to provide staff with update information on changes to ASTUTE TRAINING and the VET sector as appropriate. Where appropriate staff will be provided with all information and additional resources discussed to these workshops. Policies and Procedures Manual Page 62 of 89 Version 3.1: Oct 2014

63 Marketing & Advertising It is the policy of ASTUTE TRAINING 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 ASTUTE TRAINING S training delivery and assessment services is the responsibility of the General Manager. All information that is provided to prospective students is accurate, professional and in plain English. s, the website and flyers are the predominant forms of advertising conducted by ASTUTE TRAINING. ASTUTE TRAINING will take all reasonable steps to ensure that the information included in marketing materials is accurate. The General Manager 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 ASTUTE TRAINING 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 WorkCover) or without recognised status Only using the Nationally Recognised Training logo s on relevant qualifications 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 ASTUTE TRAINING scope of registration Ensuring that Astute Training s national training register ( ) 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 General Manager and Training Manager. This meeting will establish the need for the activities and the type of material to be produced. 2. The Training Manager or delegate will create the draft version of the marketing materials. 3. The final version of the marketing material is then submitted to the General Manager for final approval Policies and Procedures Manual Page 63 of 89 Version 3.1: Oct 2014

64 Compliance with Legislation ASTUTE TRAINING 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 Vocational Education and Training Act 2005, Educational Services for Overseas Students Act 2000 and its National Code 2007 and the Australian Quality Training Framework (VET QUALITY FRAMEWORK). ASTUTE TRAINING 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 Occupational Health and Safety and Workers Compensation Ethics, Freedom of Information and Privacy Relevant New South Wales legislation can be found at: Relevant Federal legislation can be found at: ASTUTE TRAINING ensures 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. Students are advised of the below mentioned legislation at Induction and in the Student Handbook. The legislation that governs Astute Training 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) National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (National Code 2007) Standards for NVR Registered Training Organisations Vocational Education and Training Act (2005) 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) 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. Policies and Procedures Manual Page 64 of 89 Version 3.1: Oct 2014

65 Working with Children ASTUTE TRAINING accepts people under the age of 18 into our training programs. As such, ASTUTE TRAINING has ensured that all appropriate background checks have been completed on Astute Training personnel, including Trainer/Assessors. (Working with children check) If you are under 18 and are enrolling with Astute Training, your parent or guardian will be required to sign your Enrolment form as well to indicate that they agree with your enrolment. 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 Standards for NVR Registered Training Organisations 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 and update the website 6 Implementation and Inform student recruitment of any changes in selection procedures/requirements 7 Notify Students who may be disadvantaged by changes and administrative staff and Industry partners 8 Review of the course program Policies and Procedures Manual Page 65 of 89 Version 3.1: Oct 2014

66 Critical Incident Policy ASTUTE TRAINING 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 ASTUTE TRAINING has a Critical Incident Committee to assist the General Manager in the prevention and management of critical incidents at the RTO. The Critical Incident Committee also includes: The General Manager The Training Manager Training Coordinator 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. Astute Training back to base security company 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 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 RTO staff Seeking advice and help from any necessary emergency services/hospital/medical services Dissemination of information to parents and family members Policies and Procedures Manual Page 66 of 89 Version 3.1: Oct 2014

67 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 RTO 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 outof-pocket expenses. Managing the Media a) Manage access of the media to the scene, and to staff, students and relatives b) The General Manager should normally handle all initial media calls c) Determine what the official RTO 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 General Manager may delegate media liaison to another senior 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 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 site or off? How severe is the nature of the injury? Where is the student now? Policies and Procedures Manual Page 67 of 89 Version 3.1: Oct 2014

68 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 The person who is initially notified of the incident should notify the critical incident committee immediately. Assignment of duties to RTO 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 site 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-site 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 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 RTO 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 incident committee of any relevant factual information to be conveyed to the media liaison. Policies and Procedures Manual Page 68 of 89 Version 3.1: Oct 2014

69 Assess the need for support and counselling for those directly and indirectly involved If the student is seriously injured or requires hospitalisation, the RTO 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. The RTO should assess whether other staff and students have been affected by the incident and provide support and counselling as required. The RTO 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 principal to address the RTO and inform them of the facts of the incident and the condition of the student concerned. Restore normal functioning and RTO delivery Where the incident occurred on RTO premises, there will be other procedures to follow in relation to any possible safety issues and the RTO 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; the RTO needs to be aware of any emerging need for support and/or counselling. Maintain contact with any injured/affected parties If the student is in hospital for some time, the college 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, the RTO could provide college work for the student to enable them to remain in touch with RTO 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 General Manager to address the RTO 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 the college and student well-being e.g. inquests, legal proceedings Policies and Procedures Manual Page 69 of 89 Version 3.1: Oct 2014

70 Overseas Student Transfer Policy The purpose of this procedure is to address the requirements Standard 7 of the revised National Code 2007 Transfer between registered providers. The General Manager is responsible for the implementation of this policy and for ensuring that staff and students are aware of it. ASTUTE TRAINING 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. ASTUTE TRAINING cannot enrol transferring students in the first six months of their principal course of study except in accordance with the requirements outlined in Standard 7 of the National Code If ASTUTE TRAINING refuses to issue a letter of release, a student may appeal against Astute Training s decision using Astute Training s Complaints and Appeals Process. Procedure Letter of Release Students must apply for a letter of release using the International Student Provider Transfer Form. The General Manager will consider and respond to applications for a letter of release within 10 business days of their lodgement. A letter of release will normally be granted in the following situations: 1. ASTUTE TRAINING 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 the RTO and can demonstrate clearly how this will be alleviated through a transfer; or 4. It has been agreed by the RTO the student would be better placed in a course that is not available at ASTUTE TRAINING; 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; 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; ASTUTE TRAINING 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 Astute Training 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 the RTO is placed into the student s file. Policies and Procedures Manual Page 70 of 89 Version 3.1: Oct 2014

71 Enrolling a transferring student ASTUTE TRAINING will not knowingly enrol a student wishing to transfer from another registered provider s course prior to the student completing six months of his or her principal 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 principal 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 ASTUTE TRAINING knowingly enrols a student wishing to transfer from another registered provider s course prior to the student completing six months of his or her principal 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. ASTUTE TRAINING will not seek to enrol a student who has not yet completed six months of their principal course of study with another registered provider unless the requirements of the National Code 2007 are met and then only in accordance with this procedure. Policies and Procedures Manual Page 71 of 89 Version 3.1: Oct 2014

72 Student Transfer Request Flowchart Student fills in transfer request within first six months of study at the principal course The request is assessed by Astute Training in accordance with the Student Transfer request policy Transfer request is granted Transfer request is denied. Astute Training 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 Student does not appeal Appeal successful Appeal is unsuccessful The student is granted a letter of release and advised to contact DIAC. All documentation kept on file in the student s individual file. No change to enrolment. All documentation kept on file. Policies and Procedures Manual Page 72 of 89 Version 3.1: Oct 2014

73 Student Support Services ASTUTE TRAINING 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. ASTUTE TRAINING assists students to adjust to study and live in Australia, including 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: Emergency and health services Facilities and resources Complaints and appeals processes Any student visa condition relating to work and attendance as appropriate ASTUTE TRAINING provides the opportunity for students to participate in services or provides services designed to assist students in meeting course requirements such as additional time with trainers. ASTUTE TRAINING provides the opportunity for students to access welfare related support services to assist with issues that may arise during their study, including course progress requirements and accommodation issues. These services are provided at no additional cost to the student. If ASTUTE TRAINING refers a student to external support services, ASTUTE TRAINING will not charge for a referral. ASTUTE TRAINING 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. ASTUTE TRAINING has a dedicated student support officer who is the official first point of contact for students. The Student Support Officer will have access to up to date details of ASTUTE TRAINING support services. ASTUTE TRAINING has sufficient staff personnel to meet the needs of the students enrolled in the College. General Manager Training Manager Financial Management (external) Training Coordinator/Student Support Work Placement Officer Administration Assistant Trainer/Assessors ASTUTE TRAINING ensures that the staff members who interact directly with students are aware of the obligations of ASTUTE TRAINING 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. Policies and Procedures Manual Page 73 of 89 Version 3.1: Oct 2014

74 List of External Counselling Services and Assistance Problem Website Phone no. Alcoholism Anxiety (including phobias & Obsessive-Compulsive Disorder) Anxiety Asthma Consumer credit and debt Crime stoppers (report crime anonymously) Crisis counselling (Wesley Mission) Depression Depression (National Initiative) Disabilities Domestic violence Domestic violence Drug addiction: Narcotics Anonymous Drug addiction (Christian help) Drugs and mental health Families & friends with mental illness Eating disorders Eczema Emergency services (police, fire, ambulance) 000 Epilepsy Family planning information Gambling Counselling (Wesley) G-Line (gambling) Gay & lesbian counselling line Grief support Grief support Hepatitis C HIV/AIDS Telephone Interpreter Service Legal information and advice Mental health advice Poison Information Centre Police Assistance Line (non-emergency) Pregnancy counselling Rape Crisis Centre Relationship counselling Schizophrenia Serious illness (sufferers & families) Smoking - Quitline Suicide Prevention Victims of crime support Women s refuge referral service Policies and Procedures Manual Page 74 of 89 Version 3.1: Oct 2014

75 Change of Ownership or Management The CEO of ASTUTE TRAINING is responsible for ensuring compliance with Standard 14.3 and Standard 15 of the National Code ASTUTE TRAINING 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 RTO system or staffing profile, relocation of the RTO, 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 RTO and Changes in key personnel; Changes in course fees, duration and hours; Any prospective changes to the ownership of the RTO 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 RTO 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). 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 ASTUTE TRAINING 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. 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 and include the doctor s contact details 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 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 RTO. Evidence of a traumatic experience must include a police report or psychologists report/letter or a report/letter issued by a suitably qualified professional. Policies and Procedures Manual Page 75 of 89 Version 3.1: Oct 2014

76 Employability Skills 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: 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 Skills 1 : 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. 1 Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework. Policies and Procedures Manual Page 76 of 89 Version 3.1: Oct 2014

77 Skill 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 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. 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 Policies and Procedures Manual Page 77 of 89 Version 3.1: Oct 2014

78 Skill Planning and organising that contribute to long and short-term strategic planning 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 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. 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 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. 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. Policies and Procedures Manual Page 78 of 89 Version 3.1: Oct 2014

79 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. 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 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 Policies and Procedures Manual Page 79 of 89 Version 3.1: Oct 2014

80 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. 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. 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. Explicitly embedding Employability Skills in units of competency Training Packages seek 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. The following table contains examples of embedded Employability Skills for each component of a unit of competency. Unit component Example of embedded Employability Skill Unit title Give formal presentations and take part in meetings (communication) Unit descriptor 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 criteria Information is organised in a format suitable for analysis and dissemination in accordance with organisational requirements. (planning and organising) Range statement Software applications may include , internet, word processing, spreadsheet, database or accounting packages. (technology) Required skills Modify activities depending on differing workplace contexts, risk situations and 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) Policies and Procedures Manual Page 80 of 89 Version 3.1: Oct 2014

81 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 81 of 89 Version 3.1: Oct 2014

82 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 Mutual 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. The VET Quality Framework The VET Quality Framework comprises: the Standards for NVR Registered Training Organisations the Fit and Proper Person Requirements the Financial Viability Risk Assessment Requirements the Data Provision Requirements, and the Australian Qualifications Framework. The key features of the VET QUALITY FRAMEWORK are: 1. Outcomes-focused. VET QUALITY FRAMEWORK focuses on the quality of services and outcomes being achieved for clients rather than the inputs used to get there. This means that registered training organisations have more flexibility in demonstrating how their individual approaches provide quality training outcomes for their clients. 2. Nationally consistent. Individuals expect that they can use the skills from nationally endorsed qualifications across Australia and employers expect that the staff they hire have the same skills no matter where they were trained. State and territory registering bodies have worked together to develop and publish national guidelines to ensure consistent interpretation and implementation of VET QUALITY FRAMEWORK. 3. Streamlined. The standards for registered training organisations have been simplified and streamlined to focus on outcomes. VET QUALITY FRAMEWORK places the focus of quality assurance squarely on training and assessment, client services and management systems. Policies and Procedures Manual Page 82 of 89 Version 3.1: Oct 2014

83 4. Transparent. National guidelines and handbooks to be used by registering bodies in all states and territories are readily accessible on the national training website at: The AQF: The Australian Qualifications Framework (AQF) covers all qualifications in post-compulsory education and training. 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 and reviewed in Rationalises RTO qualifications, industry qualifications, vocational and academic qualifications into a single system of twelve qualifications Supports flexible education and training pathways between RTO s, TAFE institutions, Private Training Institutions and Universities, training in the workplace and lifelong experience Recognises that 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* Certificate II* Certificate III* Certificate IV* Diploma* Advanced Diploma* Vocational Graduate Certificate* Vocational Graduate Diploma* Associate Degree Bachelor Degree Graduate Certificate Graduate Diploma Master s Degree Doctoral Degree The qualifications marked * are most commonly issued in the vocational education and training sector. Registered Training Organisation (RTO) A RTO 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 logo and NRT logos Are listed on the national training information service ( database 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. Policies and Procedures Manual Page 83 of 89 Version 3.1: Oct 2014

84 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 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 Standards for NVR Registered Training Organisations. The purpose of a compliance audit is to confirm an organisation s claim that it has processes in operation that meets the standards of the NVR. 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 NVR Standards: 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 all NVR Standards or may focus on particular standards. 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 NVR Standards 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 NVR 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. Policies and Procedures Manual Page 84 of 89 Version 3.1: Oct 2014

85 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. 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 ASTUTE TRAINING to ensure that staff members who Policies and Procedures Manual Page 85 of 89 Version 3.1: Oct 2014

86 interact directly with students are aware of their 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. 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 What is an International Student? If a student is not an Australian citizen or permanent resident or a New Zealand citizen, then they can be classified as 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. 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 the policies of ASTUTE TRAINING. The Student Visa holder must advise ASTUTE TRAINING 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 ASTUTE TRAINING to give students detailed information about their course and about studying at ASTUTE TRAINING before the student accepts the offer of a place in a course. Satisfactory course progress Policies and Procedures Manual Page 86 of 89 Version 3.1: Oct 2014

87 The National Code requires ASTUTE TRAINING to have an Intervention Strategy process to identify and assist students at risk of not meeting their course progress requirements. Completion within the expected duration of study Standard 9 of the National Code requires ASTUTE TRAINING to ensure that, at all times, Student Visa holders are in a position to complete their studies within the duration specified in their CoE, 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, ASTUTE TRAINING 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 defines Mode of Study as: Includes attendance face-to-face in a classroom, supervised study on the registered providers campus, distance learning, on line learning and work based learning. Mixed mode refers to a combination of two or more of these modes. 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 Student Support 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 CoE. Complaints and appeals International Students have access to Astute Training 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, ASTUTE TRAINING will report their new expected course duration to DIAC, who may then reduce their visa duration. Definitions ESOS Framework: is the Education Services for Overseas Students (ESOS) Acts and regulations which set out the legal framework governing delivery of education to Student Visa holders. Policies and Procedures Manual Page 87 of 89 Version 3.1: Oct 2014

88 National Code: the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 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. 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 ASTUTE TRAINING 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 88 of 89 Version 3.1: Oct 2014

89 National Code of Practice The Department of Education, Employment and Workplace Relations (DEEWR) regulates the education and training sector s involvement with overseas students studying in Australia on student visas. It does this through the Education services for Overseas Students legislative framework. This protects Australia s reputation for delivering quality education services and the interests of overseas students, by setting minimum standards and providing tuition and financial assurance. The legislation mandates a nationally consistent approach t registering education providers so that the quality o the tuition, and care of students, remains high. The professionalism and integrity of the industry is further strengthened by the ESOS legislation s interface with immigration law. This imposes visa related reporting requirements on both students and providers. The National Code of Practice is established under the Education services for Overseas Students (ESOS) Act On 1 July 2007 the original National Code of Practice for Registration authorities and Provides of Education and Training to Overseas Students was substantially revised to improve clarity and to give institutions more flexibility. For students the changes brought about greater protection. This national Code sets out guidelines for the ethical conduct of registered providers like ASTUTE TRAINING. ASTUTE TRAINING offers study programs in accordance with the requirements of the Education services for Overseas Students (ESOS) Act As an education provider ASTUTE TRAINING understands and implements the National Code for the following purposes: to ensure that recognition of prior learning of students is conducted and recorded in a formal process to provide refunds to the students as per the refund policy of ASTUTE TRAINING to recruit students in accordance with the National Code of Practice and ASTUTE TRAINING s enrolment policy to ensure fairness by committing to Equal Employment Opportunity to ensure that all trainers and assessors are suitably qualified and experienced to commit to professional development of staff to comply with the guidelines issued by Department of Immigration and Citizenship (DIAC) to provide adequate support services to students prior to arrival and during their study at ASTUTE TRAINING to ensure student personal information is filed and maintained appropriately Policies and Procedures Manual Page 89 of 89 Version 3.1: Oct 2014