VET Qualification Delivery Procedure

VET Qualification Delivery Procedure

Policy Code: LT1023

Purpose

This procedure describes the processes to be followed in the planning, delivery, evaluation, validation, continuous improvement and review of VET programs. It aims to ensure quality and compliant outcomes for all VET programs irrespective of the funding source.

Scope

This procedure applies to all University staff involved in delivery of any VET program.

The procedure addresses the five stages of the continuous improvement cycle:

  • Planning
  • Pre-training Preparation
  • Delivery
  • Transition and Teach Out
  • Validation, Continuous Improvement and Review

Definitions

Term Definition
Assessment The process of collecting evidence and making judgements on whether a competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in the Training Package or VET accredited course and is conducted in accordance with the principles of assessment and the rules of evidence.
Assessment Tool Assessment tools include the following components; the context and conditions of assessment; tasks to be administered to the student; an outline of the evidence to be gathered from the candidate; and evidence criteria used to judge the quality of performance (i.e. the decision making rules).
AQF Australian Quality Framework is the framework for regulated qualifications in the Australian education and training systems.
ASQA

Australian Skills Quality Authority is the national regulator for the Australia’s vocational education and training sector.

ASQA regulates qualifications and training providers to ensure nationally approved quality standards are met.

ATOM

Fed Uni Apprenticeship and Traineeship Online Management (ATOM) system is a University endorsed data base for managing and tracking all VET students.

This data base does not replace the Student Management System but works in conjunction with it.  This custom designed tool allows University staff to manage administrative tasks, file management, training plan design and management associated with delivering VET qualifications.

Current Industry Skills

The knowledge, skills and experience required by VET trainers and assessors to ensure that their training and assessment is based on current industry practices and meets the needs of industry.

Current industry skills may be informed by consultation with industry and may include but is not limited to:

  1. having knowledge of latest techniques and processes
  2. possessing a high level of product knowledge
  3. understanding and knowledge of legislation relevant to the industry and to employment and workplaces
  4. being customer/client orientated
  5. possessing formal industry and training qualifications
  6. training content that reflects current industry practice
CRICOS Commonwealth Register of Institutions and Courses for Overseas Students
Delivery Plan (TAS Part B) The Delivery Plan provides specific advice on how each unit will be delivered including what components of a unit or units of competency - elements, performance criteria and the required skills and knowledge will be covered in each session.  It describes the materials and resources that will be used to assist with facilitation, and clearly outlines when the learning is holistic, the elements, performance criteria and skills and knowledge that have been clustered.
Digital Capabilities The ability to use ICT based devices, applications, software and services relevant to the expectations of the program of study.
ESOS Education Service for Overseas (ESOS) the minimum standards that Australian educational institutes must adhere to when delivering education to international students.
Industry The bodies that have a stake in the services provided by RTOs. These include, but are not limited to: enterprise/industry clients such as employers; group training organisations; industry organisations; industry regulators; industry skills councils; industry training advisory bodies and unions.
Industry Engagement

May include, but is not limited to strategies such as;

  1. partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprises
  2. involving employer nominees in industry advisory committees and/or reference groups
  3. embedding staff within enterprises
  4. networking in an ongoing way with industry networks, peak bodies and employers
  5. developing networks of relevant employers and industry representatives to participate in assessment validation
  6. exchanging knowledge, staff and/or resources with employers, networks and industry bodies
LLN Language, Literacy and Numeracy as defined by Australian Core Skills Framework which is a tool for reporting outcomes of adult English language, literacy and numeracy provision and assess levels of performance in the five core skills areas of learning, reading, writing, oral communication and numeracy.
My Student Centre -Campus Solutions Federation University Australia’s student management system.  Students refer to this as MyStudent Centre.
MOU Memorandum of Understanding
Induction The process by which students are informed of essential information required under the Standards for Registered Training Organisations prior to the commencement of a particular program of study.
Practical Placement

Any structured workplace learning which is part of a documented agreement between the training organisation and an employer for VET programs.

Practical placement is an assessable component of a qualification, designed to provide students with the opportunity, and the means, to apply skills and knowledge obtained through the study of their qualification in a supervised and authentic environment.

Professional Development Activities that develop and/or maintain an individual's skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, currency of industry skills and knowledge and practice of vocational training, learning and assessment; including competency based assessment.
PRPD The Performance Review and Development Program (PRDP) is the University's performance management process whereby strategic priorities and objectives are aligned to the performance and professional development of employees.
RPL (Recognition of Prior Learning) Recognition of prior learning (RPL) means an assessment process that assesses an individual's formal, non-formal and in-formal learning to determine the extent to which that individual meets the requirements specified in the Training Package or VET accredited courses.
RTO Means a Registered Training Organisation registered by ASQA (or, in some cases, a state regulator) to deliver VET services.
Scope

The Scope of Registration details the nationally recognised training products for which an RTO is registered to issue AQF certification documentation. It allows the RTO to:

a) both provide training delivery and assessment resulting in the issuance of AQF certification documentation by the RTO; or

b) provide assessment resulting in the issuance of AQF certification documentation by the RTO.

FedUni’s Scope can be viewed at www.training.gov.au

Standard(s) Means the Australian Standards for Registered Training Organisations 2015: http://www.asqa.gov.au/about/australias-vet-sector/standards-for-registered-training-organisations-(rtos)-2015.html
Trainer Skills Matrix The Trainer Skills Matrix provides evidence of the qualifications, industry and vocational currency of trainers involved in program delivery, mapped to each unit they deliver and assess. The Trainer Skills Matrix should be updated whenever a trainer is initially allocated to deliver and assess a unit/s. Existing trainers’ allocated to a program should update their matrices at least annually to record additional industry experience, trainer qualifications changes/upgrades and relevant professional development.
Training & Assessment Strategy (TAS) The approach of, and method adopted by an RTO with respect to training and assessment designed to enable learners to meet the requirements of the Training Package or accredited course.
Training Plan A document outlining the program of training and assessment requirements. A training plan is required for all students accessing government funded training through the Victorian Training Guarantee.
Training Package The components of a training package endorsed by the Industry and Skills Council or its delegate in accordance with the Standards for Training Packages. The endorsed components of a Training Package are; units of competency; assessment requirements; qualifications; and credit arrangements.
Validation Is the quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited course are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, processes and/or outcomes and acting upon such recommendations.
VCAL Victorian Certificate of Applied Learning – Foundation, Intermediate and Senior
VET Vocational Education and Training
VETIS

Vocational Education and Training in Schools - VET in the VCE or VCAL allows students to include vocational studies within their senior secondary certificate. Students undertake nationally recognised training from accredited national training packages which may contribute to their VCE and/or VCAL. There are two ways VETiS programs can provide credit towards the VCE or VCAL 

  • Approved suite of of VETiS programs  designed to deliver a 1-2 & 3-4 sequence and which may have an external exam attached for an extra study score
  • Block credit Recognition where students undertake a qualification not on the approved list. Credit is awarded on the basis of achieving units of competency and AQF level of units. http://www.vcaa.vic.edu.au
Vocational Competency Broad industry knowledge and experience usually combined with a relevant industry qualification. Vocational competency is determined on an industry-by-industry basis and with reference to the relevant Training Package or VET accredited course.

Actions

Planning

  Action Responsibility Steps
1. Determine if qualification is listed on the Fed Uni Scope of Registration for delivery. Associate Director/ Education Manager/ Coordinator
  1. Add to the FedUni Scope of Registration or appropriate Internal Registers to ensure program is accurately listed.
2.

If qualification needs to be added to the University’s Scope of Registration then the following documentation will need to be completed and submitted to the VET Curriculum and Quality Committee for approval:

  • Faculty Board Extract of Minutes – approving the addition to Scope
  • Training and Assessment Strategy – Parts A and B
  • Trainer Skills Matrix
  • Two completed Assessment Tools - these tools must be from two different units within the qualification, one unit should be, if possible, a high risk unit.
Associate Director / Education Manager
  1. For more information on the correct process for adding qualifications to the University’s Scope of Registration, refer to the VET Program Approval & Maintenance Procedure.
3. Complete / modify the Training and Assessment Strategy – TAS Part A for each qualification and various delivery modes. Education Manager
  1. A Training and Assessment Strategy – TAS Part A must be completed for every qualification listed on the University's Scope of Registration. Qualifications with various student cohorts/modes of delivery require separate Training and Assessment Strategies to ensure the specific needs of each group are being met.
  2. A TAS Part A must be consistent with the training and assessment requirements of the relevant training package / accredited course.
  3. The training and assessment practices as outlined in the TAS Part A must be relevant to the needs of industry and informed by regular industry engagement.
  • Training and Assessment Strategy – TAS Part A
4. Complete / modify a Delivery Plan (TAS Part B) for each qualification and mode. Education Manager
  1. A Delivery Plan must be completed for every qualification listed on the University's Scope of Registration. Those qualifications with various student cohorts/modes of delivery will require separate Delivery Plans for each to ensure the specific needs of each group are being met.
  • Delivery Plan – TAS Part B
5. Complete / modify Trainer Skills Matrix (TSM) for each qualification and ensure staff work plans and Performance and Professional Development Plans (PRDP) are current. Associate Director / Education Manager / Trainer / Assessor
  1. Prior to the marketing of a qualification and consistent with the requirements of the TAS Part A, there must be trainers and assessors available for all offered units.
  2. Ensure training and assessment is delivered by trainers and assessors who:
    • hold the required training and assessment competencies;
    • hold relevant vocational competencies at least to the level being delivered or assessed;
    • can demonstrate current industry skills directly relevant to the training/assessment undertaken; and
    • continue to develop their VET industry, trainer/assessor and industry currency competency through professional development. Refer: Trainer Skills Matrix Form

Refer:

7. Add, delete or modify Student Management System My Student Centre (MySC) program data. Education Manager
  1. Refer to VET Enrolment Procedure for setting up programs, syllabus, groups and courses
8. Ensure planned delivery to apprentices/trainees, overseas students studying on-shore and VETiS students meets the requirements of all additional VET Procedures. Education Manager
  1. Delivery must be compliant with the following policies / procedures:
9. Ensure assessment is planned according to the VET Assessment Procedure and all assessment tools are designed using the full current version of the Fed Uni Assessment Tool only. Education Manager
  1. All units from all qualifications listed on the University's Scope of Registration must have a complete set of assessment tools prior to the commencement of training.
  2. Assessment tools should be reviewed and updated on an annual basis.
10.

Develop a Validation Schedule which should include all units from the qualification.

The Validation Schedule is a five year plan. 

High risk qualifications and units of competency are prioritised for validation and may be validated more frequently.

Education Manager
  1. The purpose of conducting validation is to ensure:

a. that the assessment tools are valid, reliable, sufficient, current and authentic to enable reasonable judgements be made as to whether the requirements of the Training Package or VET accredited courses are met. The validation process includes reviewing and making recommendations for future improvements;

b. the effectiveness of the assessment tool and the assessment process;

c. the standard of performance required to be achieved;

d. the validity of the evidence collected;

e. the accurate reporting and record keeping of assessment; and

f. updates are made to the assessment tools in line with validation recommendations.

Refer to the VET Assessment Procedure.

11. Develop a strategy for ensuring accurate student attendance/participation records are maintained. Education Manager
  1. Accurate attendance / participation records provide critical evidence for Evidence of Participation Audits. Refer Evidence of Student Participation / Engagement (VET) Procedure.
12. Arrange and / or ensure marketing materials are ethical, accurate and consistent with the Scope of Registration. Education Manager / Marketing Officer
  1. All marketing materials must comply with both HESG and ASQA requirements, which requires information to be current, accurate and reflect the University's Scope of Registration.
  2. Marketing materials include: all publications, brochures, flyers, TV and radio commercials, website, reports, signage and newspaper advertisements.

For more detailed information refer to:

13.

Ensure students are informed about the training, assessment and support services to be provided and about their rights and obligations

RPL / Credit Transfer offered and recognised.

Education Manager / Coordinator / Trainer / Assessor
  1. The Faculty must provide an information package / Student handbook to prospective students, including information on RPL and Credit Transfers, refer:

VET Recognition of Prior Learning (RPL) and Credit Transfer Assessment Policy

Pre-training Preparation

  Action Responsibility Steps
1. Administer the appropriate LLN and digital capability review. Trainer/Assessor or LLN Coordinator
  1. The appropriate LLN and digital capability review tool is selected depending on the program chosen by the applicant.
  2. The LLN and digital capability review must be conducted and results available prior to students completing the Pre-training Review.

Refer to:

VET Pre-Enrolment Procedure

2. Conduct Pre-training review to inform individual Training Plans. Education Manager / Trainer / Assessor
  1. It is a requirement of both HESG and ASQA that all students undergo a pre-training review to ensure that students are receiving the training and support required to meet their individual needs and that they are enrolled in an appropriate qualification.
  2. The pre-training review identifies and records any gaps between the applicant’s LLN and digital capability skills and the required ACSF level.
  3. Any applicant identified to have more than one level of difference between the current and required ACSF levels may be recommended to apply for an alternative program of study such as an appropriate foundation skills program, and reapply to the intended program at a later date.

Refer to:

VET Pre-Enrolment Procedure

Language, Literacy and Numeracy Test

3. Provide applicant with an individualised statement of fees Trainer/Assessor or Department Administration
  1. Each Statement of Fees must be individualised for each enrolling student, and include the student’s name.
  2. This must be provided to the student prior to enrolment.
  3. A dated copy of the Statement of fees with the student’s name on it must be filed in the Student’s File within the School.

VET Pre-Enrolment Procedure

Delivery

  Action Responsibility Steps
1. Ensure all assigned trainers /assessors have access to the current qualification information as detailed in the VET Assessment Procedure. Education Manager / Trainer/Assessor
  1. All trainers / assessors need to be able to access the Training and Assessment Strategy, Assessment Tools, Unit Outline and Delivery Plan for every unit that they are involved with the training and/or assessing of.

Refer to the VET Assessment Procedure.

2. Ensure all students are enrolled prior to the commencement of delivery. Trainer / Assessor
  1. A student enrolment must not proceed unless a full pre-training review has been conducted.

Refer:

3. Ensure student induction is conducted and provide students with relevant Faculty program information. Trainer / Assessor
  1. All students should participate in an induction to ensure that they are made aware of all the required information.

Induction and Learning Support Checklist

4. Ensure all students are issued with a Training Plan within the required timeframe. Education Manager / Trainer/Assessor
  1. The training plan unit enrolment form and unit outline make up the training plan.
  2. This must be signed by both the student and the RTO delegate and filed with the student file in the School within 4 weeks of the commencement of training.
  3. A signed copy must be provided to the student.

Refer:

·         VET Australian Apprenticeship Traineeship Delivery (VET) Procedure

5. Deliver training as detailed in the Training and Assessment Strategy (TAS). Trainer / Assessor
  1. Trainers and Assessors need to ensure that the training and assessing is in line with the Training and Assessment Strategy (TAS). This document is a 'living' document and should be reviewed at least annually for accuracy and currency.
6. Ensure training and assessment is conducted in a manner that is safe and in accordance with relevant University, government and industry requirements. Education Manager /  Trainer / Assessor
  1. Refer: Federation University Australia Health Risk and Safety web link:

http://federation.edu.au/staff/working-at-feduni/risk,-health-and-safety

Refer to the VET Assessment Procedure.

7. Manage issues associated with inappropriate student behaviour and maintain appropriate records. Associate Director/ Education Manager / Trainer / Assessor
  1. Trainers should report any concerns to the Education Manager. Maintain records of inappropriate student behaviour and progress, together with the record of action taken. Refer: University Policies and Procedures:
8. Ensure timely, accurate management of student results and records. (VET Funding Contract) Education Manager / Trainer / Assessor
  1. Students must have timely access to current and accurate records of their participation and progress in accordance with HESG and ASQA requirements.
  2. Trainers must be aware of their resulting and record keeping responsibilities and the need to provide evidence of participation for all students.
  3. Refer to: Evidence of Participation Procedure
  4. Students must be withdrawn within 2 months from the last date of engagement or receiving notification to withdraw.

Refer to: Enrolment Withdrawal (TAFE) Procedure

9.

Ensure transition and teach out requirements are adhered to. (Standard 1.26)

VET Funding Contract

Education Manager / Trainer / Assessor
  1. Refer VET Transition & Teach Out Section below.
  2. Delivery from Superseded Training Packages must be transitioned within 12 months of their publication so only Qualifications from current Training Qualifications are delivered, refer:

VET Program Approval & Maintenance Procedure

10. Ensure excursions and practical placements are conducted in accordance with Policy and Procedure. Education Manager / Trainer / Assessor
  1. For information on requirement in relation to excursions, practical placements and work based training, refer to: VET Work Based Training and Practical Placement Requirements Procedure.
11. Approve the list of candidates for issuing of Awards. Education Manager

Validation, Continuous Improvement and Review

  Action Responsibility Steps
1. Collect and analyse feedback from all stakeholders, including industry, students and staff for each qualification. Education Manager
  1. Services offered by the University are continuously improved through the collecting, analysing and implementing of relevant data and information.
  2. Feedback is collected, reviewed and actioned regarding client services offered by the University.
  3. Refer to evidence such as Student Feedback, survey results, Industry Engagement and Continuous Improvement Log.
  4. Details of evaluation methods should be identified in the Training and Assessment Strategy and Industry Engagement and Continuous Improvement Log.
2. Conduct Validation for all qualifications that have a Training and Assessment Strategy and are listed on the Scope of Registration, at least once within a five year cycle. Education Manager
  1. Validation should be conducted in accordance with the Validation Schedule developed for each qualification. 
  2. ASQA requires validation to be conducted for all qualifications listed on the University’s Scope of Registration.
  3. Actions and recommendations from Validation sessions as recorded on the Validation of Assessment Record to be incorporated into an annual overview of outcomes of the Validations.

Refer to VET Assessment Procedure

3. Develop a collated overview of the recommendations and actions to be implemented for each qualification following the 12 month validation cycle. Associate Director /Education Manager / Coordinator
  1. Qualification evaluation and validation is conducted as part of a systemic and continuous improvement approach which is applied to all VET qualifications at the University.
  2. Recommendations from the validations are used to modify qualifications to meet the changing needs of students, employers and other stakeholders.
4.

Commence the qualification review process, using the VET Qualification Review Form (TAS – Part C).

This process allows for feedback and evaluation from various sources, including recommendations and actions from validations to be incorporated into learning and teaching resources and processes for the purpose of continuous improvement.

Associate Director / Education Manager / Coordinator
  1. Ensure any improvements identified from the various forms of feedback received are incorporated into the review process to demonstrate the qualification has been modified to cater for the changing needs of students, employers and other stakeholders.
  2. This also provides record of any improvement actions undertaken.
5. Submit the completed VET Qualification Review Form (TAS – Part C) to the Faculty Board for approval. Associate Director / Education Manager / Coordinator
  1. The Faculty Board should be satisfied that the appropriate level of feedback has been sourced and that the qualification has been modified in line with the recommendations received.
6. Forward the completed VET Qualification Review Form (TAS – Part C) to VET Curriculum and Quality Committee for noting. Associate Director / Education Manager / Coordinator
  1. As the approving body for the University's VET curriculum, the VCQC should review all VET Qualification Reviews.

VET Transition and Teach Out

The overarching principle is that University will deliver the current training product to a student. All new students will be enrolled in the most current qualification available. This procedure is to be applied to all VET qualifications and students of the University, irrespective of delivery mode or location.

It is a condition of registration that the University complies with the ASQA Publication - General Direction and Teach Out, related ASQA updates and current standards within the VET Quality Framework. Victorian government funding can also be effected through enrolment of students in superseded qualifications and the VET Funding Contract should be referred to.

  Action Responsibility Steps
1. Refer to Standards RTOs 2015 and HESG funding contract. Education Manager / Coordinator / Trainer / Assessor

(Standard 1.26) Transition of training products

  1. Where a training product on its scope of registration is superseded, all learners' training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement, within a period of one year from the date the replacement training product was released on the National Register;
  2. Where an AQF qualification is no longer current and has not been superseded, all learners' training and assessment is completed and the relevant AQF certification documentation issued within a period of two years from the date the AQF qualification was removed or deleted from the National Register;
  3. Where a skill set, unit of competency, accredited short course or module is no longer current and has not been superseded, all learners' training and assessment is completed and the relevant AQF certification documentation issued within a period of one year from the date the skill set, unit of competency, accredited short course or module was removed or deleted from the National Register; and
  4. A new learner does not commence training and assessment in a training product that has been removed or deleted from the National Register.

(Standard 1.27) The requirements specified in Clause 1.26(a) do not apply where a training package requires the delivery of a superseded unit of competency.

2. Genuine Disadvantage Education Manager / Coordinator
  1. ASQA requires any extension applications to the transition period to be forwarded directly to them for approval.
  2. If an Education Manager believes a student would be genuinely disadvantaged by enrolling in the current version of a qualification they can submit an application to Deputy Vice-Chancellor (Academic) using a "Request for Enrolment in Transitioning / Expired Qualification Form" to allow enrolment in a superseded qualification.
  3. This enrolment will only allow a student to continue training in a superseded qualification until the end of the transition period, at which time the student must either have completed or be transitioned into the new qualification.
  4. Any further extensions need to be raised with the Executive Director of the Faculty and the Deputy Vice-Chancellor (Academic). These would then be presented in writing to Quality Services for processing and submission to ASQA.
3. New Student Education Manager / Coordinator / Trainer Assessor
  1. All new students should be enrolled only into current Training Package / Accredited Course TP/AC
  2. No new students will be enrolled in an expired or superseded Training Package even within the transition/teach out period when a replacement training package is on Scope and available.
  3. The only exception would be if the University is waiting on a new qualification to be added to the Scope of Registration. New students may be enrolled into the superseded training package in the interim, with permission from the Deputy Vice-Chancellor (Academic). While new students may be enrolled into the superseded Training Package this can only occur for a period of up to 12 months after the release of the new Training Package.
4. Continuing Students. Education Manager / Coordinator / Trainer Assessor
  1. Faculties must transfer continuing students out of the superseded Training Package as soon as practicable and no later than 12 months from the date of publication of the new TP/AC.
  2. Where a TP is deleted or an Accredited Course expires, the Faculty must provide timely and adequate advice to the student about the deleted qualification with the view to transferring the student to an alternative training package or accredited course.
  3. After this time, students who have not completed their studies in the superseded qualification must be transitioned.
  4. Once the TP has been deleted, no further enrolments can occur.
  5. Teach out of students enrolled in the deleted TP must occur within 12 months after the deletion date.
5. Superseded Training Packages and Accredited Courses – equivalent. Education Manager / Coordinator / Trainer Assessor
  1. Once a Training Package (TP) listed on the University’s Scope of Registration has been superseded by a new equivalent TP, ASQA will automatically add the new Training Package to the Scope of Registration.
  2. ASQA does not automatically add new equivalent Accredited Courses to the Scope of Registration. Faculties must follow the normal program approval process to have any new Accredited Courses added to the University's Scope.
  3. Faculties must still receive approval via VET Curriculum and Quality Committee in order for enrolments into the new Training Package to be enabled. Refer to the VET Qualification Approval and Maintenance Procedure for further information on adding Training Packages/Courses to Scope. 
6. Superseded Training Packages and Accredited Courses - non-equivalent. Education Manager / Coordinator / Trainer Assessor
  1. Once a Training Package (TP) or Accredited Course (AC) listed on the University’s Scope of Registration has been superseded by a new TP/AC, the Faculty must apply to have the new TP/AC added as soon as possible. Planning for this to occur should commence as soon as feasible. This must be completed no later than 12 months from the date of publication of the replacement TP/AC.
7. HESG Funding  
  1. Once qualifications have been superseded this can affect the funding received from HESG.  Following the 12 month transition period HESG will remove qualifications from the Funded Course List, which means the University will no longer receive funding for any eligible students enrolled in these units/qualifications.
8. Issuing Testamurs.  
  1. Testamurs for superseded TP/ACs may only be issued for two years from the date the TP/AC was expired or deleted from the national register. After this time, testamurs cannot be issued unless they are replacement documents.
9. Advice and Guidance for Students.  
  1. Faculties must provide students with timely and adequate advice and guidance in relation to transition or teach out arrangements. Faculties must ensure students are given the opportunity to transfer to the replacement qualification.
  2. Evidence of this advice and guidance being conveyed to the student must be kept on the student file and be available upon request.
10. Enrolments.  
  1. Student Management and Systems will accept enrolments in accordance with the following:
  2. New students will only be accepted into Qualifications that have a current status. New students will only be allowed to enrol in a superseded qualification if evidence is provided via the “Request for Enrolment in Transitioning / Expired Qualification Form” that planning to have the replacement Qualification added to Scope is underway and that transition and teach out plans exist; 
  3. Continuing students will be accepted into the superseded qualifications only up to 12 months from the date of publication of the replacement qualification;
  4. Enrolments of students into Qualifications that have expired and are past the 12 month transition time will not be accepted; and
  5. No enrolments will be accepted into deleted Training Packages or expired Accredited Courses under any circumstances.

Responsibilities

  • Chair, Academic Board has responsibility for the maintenance of this procedure.
  • Specific responsibilities are included under Actions.

Legislative Context

Supporting Documents

Records Management

Title Location Responsible Officer Minimum Retention Period
Roles and Responsibility Checklist (Commercial/ Third Party Agreements) Faculty Education Manager / Coordinator 2 years after completion of course
Program Delivery Timetable Faculty Education Manager / Coordinator 2 years after completion of course
Attendance / Participation Records Faculty Education Manager / Coordinator / Trainer / Assessor 7 years
Flexible Delivery Participation Record – Individual Student Faculty Education Manager /Coordinator / Trainer / Assessor 7 years
Flexible Delivery Participation Record – Entire Class Faculty Education Manager /Coordinator / Trainer / Assessor 7 years
Practical Placement Agreement Form Faculty Education Manager /Coordinator / Trainer / Assessor 7 years after contract has expired. If legal proceedings arise, record to be kept permanently
Excursion Forms Faculty Education Manager /Coordinator / Trainer / Assessor No incident occurring – 7 years after excursion. Incident occurring – 20 years after excursion
On-going Assessment Records Faculty Education Manager /Coordinator / Trainer / Assessor 7 years
Unit/Module Outline Faculty Trainer/Assessor 2 years after completion of course
Assessment Tools Faculty Trainer/Assessor 2 years after completion of course

Request for Enrolment in Transitioning / Expired Qualification Form

Request to Transition and Apprentice/Trainee Qualification

Implementation

The VET Qualification Delivery Procedure will be implemented throughout the University via:

  1. Inclusion on the University's online Policy Library.
  2. Inclusion on Policy & Procedure / Operational agenda item on Executive / Leadership Meetings.
  3. Inclusion on Policy & Procedure / Operational agenda item on Learning & Teaching Meetings.

Promulgation

This Procedure will be communicated throughout the University community in the form of:

  1. an Announcement Notice via FedNews website and on the ‘Recently Approved Documents’ page on the ‘Policies, Procedures and Forms @ the University’ website to alert the University-wide community of the approved Procedure;
  2. distribution of e-mails to Head of School / Head of Department / University staff; and/or
  3. documentation distribution, eg posters, brochures
  4. Notification to Faculties