Consultation VET guidelines for government schools Leaders Tool #10 Assigning roles D R A F T and responsibilities AND managing risk and compliance Vocational Education and Training Teaching and Learning Services 1
Leaders Tool #10 Assigning roles and responsibilities and managing risk and compliance Contents 2 Purpose of Leaders Tool #10 2 Context 3 VET roles, responsibilities and leadership 3 Structure of this document Checklists 4 10A : checklist Strategic leadership 6 10B : checklist Operational processes Summary 13 Compliance and risk assessment summary Purpose of Leaders Tool #10 This tool has been developed for schools and educators to address issues of risk and compliance associated with the delivery of VET. Schools have compliance responsibilities relating to VET, in order to meet obligations associated with DECD and Australian Skills Quality Authority (ASQA) legal requirements and quality frameworks. These obligations are outlined in this tool. DECD has developed a VET in Schools Policy and a series of leaders tools to provide practical guidelines and assistance to schools. Context This Leaders Tool #10 will assist school leaders to assess and manage risks in the context of the following factors relating to VET: the increased range of nationally accredited VET programs that are recognised in and contribute to the SACE the variety of public and private registered training organisations (RTOs) that deliver VET programs and the required contracts the increased number of locations and variations in timing of training delivery (at RTOs, schools and workplaces) associated with access to all and especially regional VET programs duty of care responsibilities required to meet DECD legal responsibilities associated with OHS, attendance, engagement and student behaviour management the increased and changed roles and responsibilities of various staff members in designing, managing and delivering VET programs VET data management requirements associated with reporting VET outcomes and student achievement to DECD and the SACE Board in the required timelines the need to develop and manage an effective careers strategy, to enable students to select and enact appropriate vocational pathways the increased numbers of Australian School Based Apprenticeships (ASBAs) and Training Guarantee for SACE Students (TGSS) requiring greater flexibility outside the normal school timetable The development of clearly articulated procedures for good practices, and assigning responsibility for procedures to informed and skilled staff, will help to address compliance requirements and manage risks associated with delivering VET programs within and outside the school environment. Principals should be satisfied that school procedures and proper management are in place and that procedures are verified through quality assurance processes. 2
VET roles, responsibilities and leadership The management of VET within a school and across a region requires a broad range of skills and knowledge. The following school staff may be assigned to VET roles and responsibilities: Curriculum leader VET leader SACE coordinator VET subject teacher/deliverer Care group teacher School counsellor Time-tabler Student Services Officer Structure of this document Roles and responsibilities for VET could be assigned to staff according to the two broad areas outlined in this tool. Strategic leadership Operational processes The checklists in this tool will help to identify the VET compliance and quality issues that need to be addressed by your school.! This symbol has been used on the following pages to denote that formal compliance is required. Ideally there should be a VET Leader or primary contact person who has overall responsibility for all matters relating to VET and who ensures that productive working relationships are maintained between the school and partnering RTOs employers Industry Skills Managers Apprenticeship Brokers and TSftF Assistant Principals other stakeholders, including parents The appointment of a VET Leader with a job and person specification that contains a clearly articulated role description and expected outcomes is essential for the management of successful VET programs. Industry Pathways Programs Other VET options Direct employment VET/ university SACE School Based Apprenticeships TGSS Training Guarantee for SACE Students VET pathways within and beyond SACE 3
10A : checklist 10A 1 Strategic leadership page 1 of 2 1.1 Curriculum leadership Position/person responsible 1.1.1 Implementing the DECD VET in Schools Policy What are the implications of implementing the DECD Vocational Education and Training (VET) Policy in your school? Central to the DECD VET in Schools Policy is the need to provide a school curriculum for students in which careers and VET are embedded as an integral and essential part of the school s SACE curriculum. Your school s curriculum leadership structures (eg Curriculum Committee) should be used to achieve this outcome. Plans for implementing the VET in Schools Policy should be endorsed by your school s governing council as part of the school s strategic plan. There are a number of leaders tools available to guide the implementation of the VET in Schools Policy in your school. Refer to: Leaders Tool #2 A Vocational Pathways Plan (VPP) for your school can be used to assess your school s VET position and begin VET planning. 1.1.2 Vocational Pathways Plan (VPP) One of the strategies for implementing the VET in Schools Policy is that each school develop a Vocational Pathways Plan (VPP). A VPP describes the agreed long-term vision for achieving sustainable vocational pathways for students. The plan will also detail key VET priorities, actions, intended outcomes, and targets. DECD personnel who are available to assist schools in developing a VPP include: Curriculum Director Vocational Pathways Program and Curriculum Managers Industry Skills Managers (ISM) Apprenticeship Brokers (AB) Trade Schools for the Future (TSftF) Assistant Principals (APs) When developing a VPP a number of questions and options will arise that require further consideration and that will have an impact on the roles and responsibilities assigned to staff. Issues may include: VET for all what VET and how much VET? the balance between VET and non-vet SACE subjects resourcing and timetabling of VET student VET and career choices regional and industry links the availability of RTOs whether to auspice or purchase VET VET policies, eg addressing fees or travel integrated VET delivery through a Trade Training Centre (TTC) and TSftF data management 4
Strategic leadership 10A page 2 of 2 1.1.3 Developing a VPP for your school Position/person responsible There is no one common version of a Vocational Pathways Plan. VPPs are customised to the needs of each school site, based on community influences and regional needs, and a VPP will mature and change continuously over time. The VPP for a school in the developing stage of the vocational pathways planning rubric (see Leaders Tool #2) may simply consist of delivering one or two units of competency from one Industry Pathways Program (IPP) in a Year 10 or 11 course. As a school matures to the embedded stage of its vocational pathways planning, it should have a range of SACE Stage 1 and 2 accredited VET pathways for students ie one or more IPPs that address local community needs and that have a clear training and/or employment pathway through the Training Guarantee for SACE Students (TGSS) or Australian School Based Apprenticeships (ASBAs). 1.1.4 Integrating VET throughout the curriculum Schools that commit to identified VET pathways as an essential part of the school curriculum will also need to: develop strategies and put systems into place that build Middle School curriculum offerings to equip students with the underpinning knowledge and skills necessary for success in the VET IPPs put systems into place that identify and implement models and practices that link the VET curriculum to the literacy, numeracy, Personal Learning Plan (PLP) and Research Project (RP) components of the SACE actively assess any existing careers focuses within the school, and build staff capacity to deliver a Years 8-12 careers strategy that includes site and regional improvement plans 1.2 Regional governance Schools will need to establish cluster or regional governance arrangements that enable students to access VET courses offered by other schools and organisations. It is the school leadership s responsibility to engage collaboratively in regional governance, and to contribute to VET management and funding decisions. Refer to: Leaders Tool #20 Governance/regional approaches 5
10B : checklist 10B 2 Operational processes page 1 of 7 2.1 Management Position/person responsible 2.1.1 Procurement of VET courses Enact the decision to auspice or purchase the identified VET programs. Follow the procedures, agreements and templates provided in Leaders Tool #3 Working with RTOs to auspice or purchase VET.! Schools can only deliver VET with an RTO registered by Australian Skills Quality Authority (ASQA). Any RTO can be required to go through an audit process initiated by ASQA to assess the quality of the VET delivery. Schools need to be aware of their responsibilities in this process. Note that any agreements that are negotiated will require trainer qualifications and equipment that meet industry standards and ASQA requirements. Auspiced VET! Auspiced agreements with TAFE SA require completion of a Memorandum of Administrative Arrangement (MOAA) and a VET in Schools Agreement (VISA) Schedule. Both agreements list the compliance requirements of the school and RTO for the delivery of the program. Schools that auspice with a private RTO are advised to set up a contractual agreement with the provider. Purchased VET Purchased VET from an ASQA approved RTO should preferably be linked to and build on school-delivered IPPs. Schools that purchase programs from RTOs are advised to set up contractual agreements with the providers. The costs of training purchased from RTOs should be documented through an invoice which is processed through the appropriate local or regional financial procedures. Training Guarantee for SACE Students (TGSS) Principals need to consider how current curriculum offerings can provide students with the VET that is required to meet part of the eligibility criteria for a Department of Further Education, Employment, Science and Technology (DFEEST) TGSS training place. The Industry Skills Manager can assist schools to manage the Education and Training Plan (TGSS form A) which must be signed by the Principal. Refer to: http://www.skills.sa.gov.au/for-training-providers/funding/ training-guarantee-for-sace-students 6! denotes that formal compliance is required
Operational processes 10B page 2 of 7 Australian School Based Apprenticeships (ASBAs) Schools should connect with the Trade Schools for the Future Apprenticeship Brokers who will work with young people, families, schools, enterprises and RTOs to set up the ASBA training contract. Position/person responsible! While Apprenticeship Brokers have a duty of care to all students and adults involved in their work, this does not replace or reduce the school s, and ultimately the Principal s, primary duty of care for all students.! Australian School Based Apprenticeship and Traineeship training contracts need to be signed by the Principal (in DECD schools this responsibility can not be delegated). The Principal should ensure that support structures are in place to manage student workloads such that students can successfully complete the SACE and the ASBA. Refer to: Leaders Tool #5: Australian School Based Apprenticeships/ Traineerships 2.1.2 Timetable Gather the VET timetable requirements to structure a timetable that caters for students on VET and ASBA pathways. Analyse the likely impact on the VET students access to other subject choices from the home school s timetable. Ideally VET programs should not clash with SACE literacy and numeracy subjects. School timetables should aim to program the block time needed to accommodate delivery of VET in the school, across the region, at an RTO or in the workplace, ensuring minimum disruption to other learning programs. 2.1.3 Funding and resources Formulate pricing and payment policies, eg school and regional contributions to student training costs. Refer to: Leaders Tool #9 Resourcing VET 2.1.4 Human resources/staffing VET leadership and teaching roles should be identified and appropriate time and training should be allocated to enable the roles to be fulfilled. Determine the training and development needs of staff required to expand the in-school delivery of Certificate I and II units of competency.! Ensure that teaching staff are familiar with and comply with the VISA Schedule Operations Manual when delivering auspiced programs from TAFE SA. Similar arrangements need to be in place with private RTOs.! Verify that ancillary staff, volunteers and parents who assist in VET programs have the appropriate skills, abilities and training and are operating within DECD legal frameworks (this includes a current and satisfactory criminal history assessment from the authorised South Australian Government Department Screening Unit). 7
Operational processes 10B page 3 of 7 2.1.5 Regional operations Position/person responsible The establishment of a Vocational Pathways Operations Group (VPOG) consisting of the regional leaders including ISM, AB, TSftF AB and AP will implement VET school and regional programs. 2.1.6 Records management data collection, recording and reporting Storage of documents! Copies of signed documents that must be kept up-to-date and stored include: VISA Schedules, MOAAs, and RTO contracts (these need to be accessible to relevant teaching staff) amendments to VISA Schedule or auspice agreements completed workplace learning agreement forms or copies (must be stored until 2020 subject to a review at that date) teacher qualification records (maintain teaching staff details for each teacher listed in the VISA Schedule/auspice agreement) Registration of students with an RTO! Students must be registered with the RTO providing an auspice agreement or training. Ensure that each student is aware of their RTO ID number. 8! denotes that formal compliance is required
Operational processes 10B page 4 of 7 Recording VET data Refer to: Leaders Tool #21 Using VET data Position/person responsible! Schools must have data management procedures in place to manage the recording and reporting of VET data. EDSAS Schools should use the VET module in EDSAS to record and track all student VET activity including that which occurs in-school and off-site (eg ASBAs and VET scholarships). DATEX Schools are advised to use procedures in place to allow an upload of VET data from EDSAS to the SACE Board database (DATEX) to meet the published timelines. Schools should be aware of critical resulting timelines: Purchased VET results received from the RTO (according to the date specified in the purchase contract) need to be entered for SACE recognition. Auspiced VET results where the assessment is undertaken at the school should be sent to the RTO or the Youth Pathways TAFE SA at least seven days prior to the SACE Board cut-off date for processing. Ensure that all VET data is entered into EDSAS as this will: assist schools to meet the reporting requirements of the SACE Board (DATEX), Trade Training Centres in schools and will be reflected on the http://www.myschool.com.au/ website. help to manage applications for and issue of student parchments 2.1.7 Continuous Improvement Strategy! To support continuous improvement, as outlined by ASQA, the school can assist the RTO to collect: student satisfaction feedback industry satisfaction feedback 9
Operational processes 10B page 5 of 7 2.2 Occupational health and safety (OHS) Position/person responsible and duty of care OHS requires that the school takes reasonable care to prevent foreseeable harm. Young people and staff can then operate in safe VET environments and not be exposed to physical and emotional risks. For all VET programs, schools must examine the potential of harm and strive to minimise risk by considering: the nature, number, age and background of the student cohort/s involved the extent, nature and location of the activities the skills and abilities of the teachers, lecturers and trainers any challenges in travelling to and from the venue school facilities and equipment compliance School Service Officers cannot be delegated personal responsibility for any portion of the formal learning program or the wider school curriculum. They may be delegated tasks consistent with the award and their classification provided that a teacher assumes oversight and responsibility. Duty of care remains with the teacher. 2.2.1 VET training in school! Ensure that facilities and equipment required for the delivery of VET units of competency are available and meet industry and OHS requirements. 2.2.2 VET training out of school! School procedures must be in place to obtain caregiver consent and medical information, as parents must be informed and fully understand the arrangements, especially where there are no school staff present. Schools and regions must have clear policies relating to student and staff travel. Schools still have a case management role for ASBA and VET students when off site and should have arrangements with the RTO and/or the Apprenticeship Broker to be informed of: student attendance and engagement training and employment locations student safety and well-being issues Refer to: Leaders Tool #3 Working with RTOs to auspice or purchase VET: see Template 3G Parent/caregiver consent form for student participation in VET Leaders Tool #4 Workplace learning (work experience and SWL) 10! denotes that formal compliance is required
Operational processes 10B page 6 of 7 2.2.3 Workplace learning Position/person responsible! Principals must ensure that the school complies with the legal requirements of the Workplace Learning Guidelines, in particular the completion of the Workplace Agreement Form to ensure that insurance arrangements for personal and public liability are in place. Refer to: Workplace Learning Guidelines http://www.decd.sa.gov.au/docs/ documents/1/workplacelearningguidelin.pdf Workplace Agreement Form http://www.decd.sa.gov.au/docs/ documents/1/workplacelearningagreemen.pdf! In setting up work placements, schools must ensure that: the Workplace Learning Guidelines document is consulted for advice regarding suitable hours, conditions of the work placement and the likely risks the Workplace Agreement Form is signed by four parties including the Principal (The Agreement, which must be stored until 2020, provides details of the OHSW and insurance requirements.) employers are screened to verify safety and appropriateness for student involvement (Site visits before and during placements should be undertaken.) unions are notified of placements pending approval of employers appropriate student travel arrangements are organised students are prepared for the workplace using the relevant information from the Occupational Health, Safety and Welfare Act 1986, the Equal Opportunity Act 1984 and the Children s Protection Act 1993 as per the Workplace Learning Guidelines a risk assessment is undertaken and the appropriate duty of care is provided for students on work placement in holiday periods or after hours (including weekends) the different arrangements and requirements for interstate work placements are noted Refer to: Leaders Tool #4 Workplace learning (work experience and SWL) 11
Operational processes 10B page 7 of 7 2.3 Marketing and promotion of VET Position/person responsible 2.3.1 VET promotion to students, teachers, parents and employers School and regions should plan marketing and promotional strategies to inform students, teachers, parents and employers of VET: program offerings IPPs, TGSS options, ASBAs, career information and curriculum content costs travel options factors determining the students likely ability to succeed work placement requirements possible links with other personnel, agencies and resources Schools should be active in promoting VET to staff through: whole of staff professional development and the development of professional learning communities the work of school VET committees showcasing VET courses 2.3.2 Publications! School curriculum handbooks should represent the VET courses as valid subject choices in a student s SACE pattern. The handbook should provide details of vocational programs including the content of the course and units of competency, and details of further training and employment pathways. Materials produced by the school to market VET programs should be produced in consultation with the RTO auspicing and/or delivering the program. Marketing materials should include the branding/logos of the parties involved. 12! denotes that formal compliance is required
Compliance and risk assessment summary Duty of care and OHSW Risk impact of not doing Treatments/controls what is to be done actions Refer to Some young people are in an unsafe VET learning/training environment. Staff and students are exposed to physical and emotional risks. 1 Verify that all staff, volunteers and parents assisting in VET have appropriate skills and training and are operating within the DECD legal frameworks. 2 Ensure that the facilities and equipment required for the delivery of VET are available and meet industry and OHS requirements. 3 Enact policies on student and staff travel. 4 Obtain caregiver consent and medical information to ensure that parents are fully Leaders Tool #3 informed, especially where there are no school staff present. Template 3G 5 Be aware that although Apprenticeship Brokers have a duty of care for their students, the Principal has the primary duty of care for all students. Access, equity and career pathways Risk impact of not doing Treatments/controls what is to be done actions Refer to VET is not valued as an accessible curriculum that provides students with career pathways. 1 Ensure endorsement of school Vocational Pathways Plan (VPP) by Governing Council DECD VET in Schools and allocate staff VET roles and responsibilities Policy 2 Ensure that students are registered with the RTO providing the auspice agreement or the training. 3 Ensure that the school has a financial policy for VET. 4 Complete and have the Principal sign the education and training plans for Australian School Based Apprenticeships (ASBAs) and Training Guarantee for SACE Students (TGSS). Leaders Tool #5 5 Case manage students (eg Workplace Practices) and link to opportunities provided Leaders Tool #7 + #8 by TSftF and TGSS. Procurement of VET Purchase agreement/visa or contractual agreement Risk impact of not doing Treatments/controls what is to be done actions Refer to VET delivery, assessment and resulting is not quality assured and/or does not meet the required timelines. Delivery does not result in students getting their statements of attainment from the RTO. 1 Deliver VET in association with an RTO registered by the Australian Skills Leaders Tool #3 Quality Authority (ASQA). 2 Put in place school and RTO written and signed VET agreement/s. Leaders Tool #9 3 Complete a Memorandum of Administrative Arrangement (MOAA) and a VET in Schools Agreement (VISA) Schedule or RTO auspice contract. 4 Store current and signed copies of all documentation (VISA Schedule or RTO auspice contract), ensuring that any ongoing amendments are recorded to reflect changes to delivery and staffing. 5 Sight, verify, record and store evidence of teacher qualifications. 6 Ensure that teaching staff are familiar with and comply with the VISA Schedule Operations Manual when delivering programs from TAFE SA (similarly for private RTOs). 7 Ensure that materials produced by the school to market VET programs are produced in consultation with the RTO auspicing and/or delivering the program and that marketing materials include the branding/logos of the parties involved. 13
Compliance and risk assessment summary continued ASQA RTO audits Risk impact of not doing Treatments/controls what is to be done actions Refer to School may not be permitted to continue VET delivery and assessment. 1 Be aware of ASQA compliance and audit requirements. Leaders Tool #3 2 Collect student and industry satisfaction feedback as outlined in AQTF continuous improvement guidelines, for example, providing evidence of: VET completion rates student and industry satisfaction feedback Work placement Risk impact of not doing Treatments/controls what is to be done actions Refer to Serious failure to comply with legal requirements means insurance arrangements (personal and public liability) are NOT in place. Students are not safe. Ensure planning and lead time for staff to: Leaders Tool #4 1 complete the Workplace Agreement Form (signed by four parties including the Principal, note the insurance and OHSW requirements and file records until 2020) 2 notify the untion of placements if agreed to by employer 3 enact appropriate student travel arrangements 4 undertake site visits (before and during placements) 5 prepare students for the workplace (OHSW, equal opportunity) Data and reporting Risk impact of not doing Treatments/controls what is to be done actions Refer to Students VET is not resulted against national qualifications and/or recognised for SACE. Financial obligations to governments are not met possible repayment of funds. 1 Put in place data management procedures to manage the recording of VET data Leaders Tool #21 within the critical resulting timelines for EDSAS and DATEX. 2 Ensure that VET data is entered into EDSA to assist the reporting requirements for the SACE Board (DATEX), Trade Training Centres in Schools and to reflect on the http://www.myschool.com.au/ website. Planning and resourcing of future programs is not achieved. 14 For the latest practical tools and guidelines for schools visit www.decd.sa.gov.au/vocationalpathways/guidelines v1