VET Qualification Delivery Procedure
Document Currently Under Review
Current Status: Under Review - With Editor 28 July 2017
This procedure describes the processes to be followed in the planning, delivery, evaluation, continuous improvement and review of VET programs. It aims to ensure quality outcomes for all VET programs irrespective of the funding source.
This procedure applies to all University staff involved in delivery of VET programs. The procedure addresses the four stages of the continuous improvement cycle:
Transition and Teach Out
|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.|
|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|
|ASQA||Australian Skills Quality Authority|
|ATOM||Fed Uni Apprenticeship and Traineeship Online Management (ATOM) system|
|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|
|Digital Capabilities||The ability to use ICT based devices, applications, software and services relevant to the expectations of the program of study.|
|Educational and Support Services||
May include, but are not limited to:
|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|
|My Student Centre -Campus Solutions||Federation University Australia’s student management system.|
|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.|
|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||Performance Review and Professional Development Plan|
|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||Registered Training Organisation|
|Skill Set||A single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement, or a defined industry need.|
|Standard(s)||ASQA Standards RTOs 2015|
|Suitable and Appropriate Training and Assessment||
Suitable training and assessment meets the individual’s needs, links to likely job and/or participation outcomes and minimises duplication of the individuals existing competencies.
Appropriate training and assessment is delivered to regulatory and industry standards, uses delivery modes and durations optimised for the individuals needs and includes reasonable support to facilitate the individual’s participation and attainment.
|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.|
|VET||Vocational Education and Training|
|VETIS||Vocational Education and Training in Schools|
|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.|
|Volume of Learning||Volume of learning determined for a qualification must fall within the range provided in the descriptor for the qualification type within the Australian Qualifications Framework.Decisions about design of qualifications must take into account studentslikelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes ismaintained.|
|STEPS||WHO IS RESPONSIBLE?||COMMENTS|
|1.||Determine if qualification is listed on the Fed Uni Scope of Registration for delivery.||Associate Director/ Education Manager/ Coordinator||
Add or delete from the FedUni Scope of Registration or appropriate Internal Registers to ensure program is accurately listed.
|2.||Complete / modify the Training and Assessment Strategy (TAS) for each qualification and various delivery modes. Standard 1 (1.1 - 1.12)||Education Manager / Coordinator||
A Training and Assessment Strategy (TAS) must be completed for every qualification listed on the University's Scope of Registration. Qualifications with various students cohorts/modes of delivery require separate Training and Assessment Strategies to ensure the specific needs of each group are being met.
|3.||Ensure that training and assessment is suitable and appropriate for eligible Individuals||Education manager/Coordinator||
Document within each TAS -
|4.||Complete / modify Trainer Skills Matrix (TSM) for each qualification and ensure staff work plans and Performance and Professional Development Plans (PRDP) are current. (Standard 1.13, 1.16)||
Associate Director / Education Manager / Coordinator / Trainer / Assessor
Ensure training and assessment is delivered by trainers and assessors who:
|5.||Add, delete or modify Student Management System My Student Centre (MySC) program data.||Education Manager / Coordinator||
Refer VET Enrolment Procedure for setting up programs, syllabus, groups and courses
Ensure planned delivery to apprentices/trainees, overseas students studying on-shore and VETIS students meets the requirements of all additional VET Procedures.
|Education Manager / Coordinator|
|7.||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 / Coordinator||
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.
Assessment tools should be reviewed and updated on an annual basis.
Refer to the VET Assessment Procedure.
The current version of the Fed Uni Assessment Tool must be used.
|8.||Develop a strategy for ensuring accurate student attendance/participation records are maintained.||Education Manager/ Coordinator||Accurate attendance / participation records provide critical evidence for Evidence of Participation Audits. Refer Evidence of Student Participation / Engagement (VET) Procedure.|
|9.||Arrange and/ or ensure marketing materials are ethical, accurate and consistent with the Scope of Registration.(Standard 4)||Education Manager / Coordinator / Marketing Officer||
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.
Marketing materials include: all publications, brochures, flyers, TV and radio commercials, website, reports, signage and newspaper advertisements.
For more detailed information refer to:
Program Marketing Fact Sheet
|10.||Conduct Pre-training review to inform individual Training Plans.||Education Manager / Coordinator / Trainer / Assessor||
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.
Ensure students are informed about the training, assessment and support services to be provided and about their rights and obligations. (Standard 1.3, 5.1)
RPL / Credit Transfer offered and recognised. (Standard 1.12, 3.5)
|Education Manager / Coordinator / Trainer / Assessor||
Faculty / Centres must provide an information package / Student handbook to prospective students, including information on RPL and Credit Transfers, refer:
|STEPS||WHO IS RESPONSIBLE?||COMMENTS|
|1.||Ensure all assigned trainers /assessors have access to information as detailed in the VET Assessment Procedure.||Education Manager /Coordinator / Trainer/Assessor||
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 administered the appropriate LLN and digital capability review||Trainer / Assessor LLN Coordinator||The appropriate LLN and digital capability review tool is selected depending on the qualification chosen by the applicant|
|3.||Ensure a Pre-Training Review of current competencies including literacy and numeracy skills is conducted prior to enrolment in training.||
The pre-training review must:
|4.||Ensure all students are enrolled prior to the commencement of delivery.||Trainer/Assessor||
Students should have already received all program information and completed a pre-training review prior to enrolment.
|5.||Ensure student induction is conducted and provide students with relevant Faculty / Centre program information.||Trainer/Assessor||
All students should participate in an induction to ensure that they are made aware of all the required information.
Deliver training as detailed in the
Training and Assessment Strategy (TAS).
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.
|7.||Ensure training and assessment is conducted in a manner that is safe and in accordance with relevant University, government and industry requirements.||Education Manager / Coordinator / Trainer/Assessor||
Refer: Federation University Australia Health Risk and Safety web link:
|8.||Manage issues associated with inappropriate student behaviour and maintain appropriate records.||Associate Director/ Education Manager /Coordinator / Trainer/Assessor||
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:
Ensure timely, accurate management of student results and records. (Standard 3 and the VET Funding Contract)
|Education Manager/Coordinator / Trainer / Assessor||
Students must have timely access to current and accurate records of their participation and progress in accordance with HESG and ASQA requirements.
Trainers must be aware of their resulting and record keeping responsibilities and the need to provide evidence of participation for all students.
Refer to: Evidence of Participation Procedure
Students must be withdrawn within 2 months from the last date of engagement or receiving notification to withdraw.
Refer to: VET Enrolment Procedure
Ensure transition and teach out requirements are adhered to. (Standard 1.26)
HESG VET Funding Contract
|Education Manager / Coordinator / Trainer / Assessor||
Refer VET Transition & Teach Out Section below.
Delivery from Superseded Training Packages must be transitioned within 12 months of their publication so only Qualifications from current Training Qualifications are delivered, refer:
|11.||Ensure excursions and practical placements are conducted in accordance with Policy and Procedure.||Education Manager / Coordinator / Trainer / Assessor||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.|
|12.||Ensure correct process for issuing of Awards.||Education Manager/Coordinator||Refer to Vocational Education and Training (VET) Awards Procedure|
|STEPS||WHO IS RESPONSIBLE?||COMMENTS|
|1.||Feedback from all stakeholders, including industry, students and staff, is collected and analysed for each qualification.||Education Manager / Coordinator||
Client services offered by the University are continuously improved through the collecting, analysing and implementing of relevant data and information. (Standard 2.2)
Feedback is collected, reviewed and actioned regarding client services offered by the University.
Refer to evidence such as Student Feedback, survey results, Industry Engagement and Continuous Improvement Log.
Details of evaluation methods should be identified in the Training and Assessment Strategy and Industry Engagement and Continuous Improvement Log.
|2.||Following a 12 month validation cycle, July - July, a collated overview of the recommendations and actions to be implemented for each qualification to be developed.||Associate Director /Education Manager / Coordinator||
Program evaluation and validation is conducted as part of a systemic and continuous improvement approach which is applied to all VET qualifications at the University.
Recommendations from the validations are used to modify qualifications to meet the changing needs of students, employers and other stakeholders. (Standard 2.2, 1.4-1.5).
The qualification review process is to be commenced in July each year, using the VET Qualification Review Form.
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||
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.
This also provides record of any improvement actions undertaken.
|4.||The completed Qualification Review Checklist to be submitted to the Faculty Board for approval.||Associate Director / Education Manager / Coordinator||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.|
|5.||The completed Qualification Review Checklist to be forwarded to Curriculum Committee for noting.||Associate Director / Education Manager / Coordinator||As the approving body for the University's curriculum, Curriculum Committee must review all VET Qualification Reviews.|
The overarching principle is that Federation 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 Federation 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.
|STEPS||WHO IS RESPONSIBLE?||COMMENTS|
|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||
If a Education Manager believes a student would be genuinely disadvantaged by enrolling in the current version of a qualification they can submit an application to Quality Services using a "Request for Enrolment in Transitioning / Expired Qualification Form" to allow enrolment in a superseded qualification.
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.
Any further extensions need to be raised with the Executive Director of the Centre. These would then be presented in writing to Quality Services for processing and submission to ASQA.
ASQA requires any extension applications to the transition period to be forwarded directly to them for approval.
|3.||New Student||Education Manager / Coordinator / Trainer Assessor||
|4.||Continuing Students.||Education Manager / Coordinator / Trainer Assessor||
|5.||Apprentices and Trainees.||Education Manager / Coordinator / Trainer Assessor||
|6.||Superseded Training Packages and Accredited Courses – equivalent.||
Once a Training Package (TP) listed on FedUni’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.
ASQA does not automatically add new equivalent Accredited Courses to the Scope of Registration. Faculties/Centres must follow the normal program approval process to have any new Accredited Courses added to the University's Scope.
Faculties/Centres must still receive approval via Curriculum Committee in order for enrolments into the new Training Package to be enabled. Refer to the VET Qualification Approval Procedure for further information on adding Training Packages/Courses to Scope.
|7.||Superseded Training Packages and Accredited Courses - non-equivalent.||Once a Training Package (TP) or Accredited Course (AC) listed on FedUni’s Scope of Registration has been superseded by a new TP/AC, the Faculty/Centre must apply to have the new TP/AC added as soon as possible. Planning for this to occur should commence as soon as possible. This must be completed no later than 12 months from the date of publication of the replacement TP/AC.|
|8.||Issuing Testamurs.||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.||
Faculties/Centres must provide students with timely and adequate advice and guidance in relation to transition or teach out arrangements. Faculties/Centres must ensure students are given the opportunity to transfer to the replacement qualification.
Evidence of this advice and guidance being conveyed to the student must be kept on the student file and be available upon request.
Student Management and Systems will accept enrolments in accordance with the following:
|11.||Funded Course List||
The University is provided a list of qualifications which it is entitled to be paid funds under the VET Funding Contract. If a qualification is not shown on this List then government Funding will not be provided.
The Funded Course List also distinguishes what type of funding is available for qualifications. Some qualifications may only receive funding for apprentices or trainees not general students.
- Chair, Academic Board has responsibility for the maintenance of this procedure.
- Specific responsibilities are included under Actions.
- VET Program Approval Procedure
Forms stored on Quality Services Resource Page
- Trainer Skills Matrix - Excel Version
- Trainer Skills Matrix - Word Version
- Industry Engagement Log
- VET Qualification File Checklist
- VET Student File Checklist
- VET Transition and Teach Out Quick Reference
|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.