VET Qualification Delivery Procedure
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.
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:
- Pre-training Preparation
- Transition and Teach Out
- Validation, Continuous Improvement and Review
|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.|
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.
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:
|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.|
May include, but is not limited to strategies such as;
|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 Organsations prior to the commencement of a particular program of study.|
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||Activites 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.|
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 judgments 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|
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
Ã· 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
Ã· 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.|
|1.||Determine if qualification is listed on the Fed Uni Scope of Registration for delivery.||Associate Director/ Education Manager/ Coordinator||
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:
|Associate Director / Education Manager||
|3.||Complete / modify the Training and Assessment Strategy – TAS Part A for each qualification and various delivery modes.||Education Manager||
|4.||Complete / modify a Delivery Plan (TAS Part B) for each qualification and mode.||Education Manager||
|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||
|7.||Add, delete or modify Student Management System My Student Centre (MySC) program data.||Education Manager||
|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||
|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||
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.
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||
|12.||Arrange and / or ensure marketing materials are ethical, accurate and consistent with the Scope of Registration.||Education Manager / Marketing Officer||
For more detailed information refer to:
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.||Administer the appropriate LLN and digital capability review.||Trainer/Assessor or LLN Coordinator||
|2.||Conduct Pre-training review to inform individual Training Plans.||Education Manager / Trainer / Assessor||
|3.||Provide applicant with an individualised statement of fees||Trainer/Assessor or Department Administration||
|1.||Ensure all assigned trainers /assessors have access to the current qualification information as detailed in the VET Assessment Procedure.||Education Manager / Trainer/Assessor||
Refer to the VET Assessment Procedure.
|2.||Ensure all students are enrolled prior to the commencement of delivery.||Trainer / Assessor||
|3.||Ensure student induction is conducted and provide students with relevant Faculty program information.||Trainer / Assessor||
|4.||Ensure all students are issued with a Training Plan within the required timeframe.||Education Manager / Trainer/Assessor||
|5.||Deliver training as detailed in the Training and Assessment Strategy (TAS).||Trainer / Assessor||
|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||
Refer to the VET Assessment Procedure.
|7.||Manage issues associated with inappropriate student behaviour and maintain appropriate records.||Associate Director/ Education Manager / Trainer / Assessor||
|8.||Ensure timely, accurate management of student results and records. (VET Funding Contract)||Education Manager / Trainer / Assessor||
Refer to: Enrolment Withdrawal (TAFE) Procedure
Ensure transition and teach out requirements are adhered to. (Standard 1.26)
VET Funding Contract
|Education Manager / Trainer / Assessor||
|10.||Ensure excursions and practical placements are conducted in accordance with Policy and Procedure.||Education Manager / Trainer / Assessor||
|11.||Approve the list of candidates for issuing of Awards.||Education Manager|
|1.||Collect and analyse feedback from all stakeholders, including industry, students and staff for each qualification.||Education Manager||
|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||
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||
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||
|5.||Submit the completed VET Qualification Review Form (TAS – Part C) to the Faculty Board for approval.||Associate Director / Education Manager / Coordinator||
|6.||Forward the completed VET Qualification Review Form (TAS – Part C) to VET Curriculum and Quality Committee for noting.||Associate Director / Education Manager / Coordinator||
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.
|1.||Refer to Standards RTOs 2015 and HESG funding contract.||Education Manager / Coordinator / Trainer / Assessor||
(Standard 1.26) Transition of training products
(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||
|3.||New Student||Education Manager / Coordinator / Trainer Assessor||
|4.||Continuing Students.||Education Manager / Coordinator / Trainer Assessor||
|5.||Superseded Training Packages and Accredited Courses – equivalent.||Education Manager / Coordinator / Trainer Assessor||
|6.||Superseded Training Packages and Accredited Courses - non-equivalent.||Education Manager / Coordinator / Trainer Assessor||
|9.||Advice and Guidance for Students.||
- Chair, Academic Board has responsibility for the maintenance of this procedure.
- Specific responsibilities are included under Actions.
- Federation University Australia Act (2010).
- Standards for Registered Training Organisations 2015.
- Educational Services to Overseas Students Act 2000.
- VET Program Approval and Maintenance Procedure
- VET Teacher Qualifications & Competency Policy
- PRPD Policy
- PRPD Procedure
- Induction Policy
- Induction Procedure
- Australian Apprenticeship Delivery (VET) Procedure
- ESOS Compliance Policy
- VETiS Course Development and Delivery (TAFE) Procedure
- VET Assessment Procedure
- Evidence of Student Participation / Engagement (VET) Procedure
- VET Pre-Enrolment Procedure
- Bullying Prevention and Management Policy
- Bullying Prevention and Management Procedure
- Occupational Health & Safety Procedure - Emergency Management
- Statute 6.1 – Student Discipline
- Statute 5.4 - Exclusion for Reasons of Unfitness
- VET Enrolment Procedure
- Enrolment Withdrawal (TAFE) Procedure
- VET Work Based Training and Practical Placement Requirements Procedure.
- Vocational Education and Training (VET) Awards Procedure
|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|
The VET Qualification Delivery Procedure will be implemented throughout the University via:
- Inclusion on the University's online Policy Library.
- Inclusion on Policy & Procedure / Operational agenda item on Executive / Leadership Meetings.
- Inclusion on Policy & Procedure / Operational agenda item on Learning & Teaching Meetings.
This Procedure will be communicated throughout the University community in the form of:
- 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;
- distribution of e-mails to Head of School / Head of Department / University staff; and/or
- documentation distribution, eg posters, brochures
- Notification to Faculties