HRB 32B (03/13)
Trim: 13/132194
Title of Position Senior Project Officer
Classification ASO6
ASCO Code 3292
Appointment Fraction 1.0
Permanent / Ongoing
Contract Term
Casual Term
Other Term
Administrative Unit DFEEST
Directorate/Division Skills SA
Workgroup/Section Training Support &
Development
Position Analysis
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Originated by:
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Classified by:
Occupant
Position Reference No SSA071
Position Created
Version No 1
Version Date April 2013
Job and Person Specification Approval
/ /
Delegate
1 Summary of the broad purpose of the position in relation to the organisation’s goals
The Senior Project Officer, is responsible for:
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Contributing to meeting directorate and departmental objectives related to providing strategic educational leadership to DFEEST and the training provider sector.
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Providing professional advice in relation to educational policy directions, initiatives, vocational education and training (VET) training products, projects, programs and activities.
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Undertaking complex projects and work in areas of education and training.
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Contributing to the delivery and maintenance of efficient work practices within the Directorate.
2 Reporting/Working Relationships
Internal:
External:
The position reports to the Manager, Training Support & Development and works closely with staff across DFEEST.
Training and Skills Commission, Training Providers, TAFE Institutes, VET stakeholders and government agencies including South Australian Departments, other states / territories and
Commonwealth training departments.
3 Special Conditions
Out of Hours Work: Some work outside of normal hours may be required at various times.
Travel:
Location:
Other Conditions:
Some intra/interstate travel and overnight absences may be required.
Initial appointment will be to DFEEST City Central.
Appointment to this position will be subject to a satisfactory criminal history check. The incumbent will be required to achieve performance targets that are negotiated and mutually agreed with the Line Manager. A flexible approach to working hours and taking of leave is essential.
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4 Authority
Levels/limits of authority in relation to finance, human resources and administrative requirements are defined by
Departmental delegations and policies.
5 Voluntary Flexible Working Provisions – (Provisions may be available subject to operational requirements)
In line with the Department’s Flexible Working Arrangements Policy, this position is able to access the range of options available such as flexi-time, compressed weeks, purchased leave etcetera through negotiations with the relevant manager.
Flexitime: Working Part-time:
Compressed Weeks:
Working at Home:
Job Share:
Purchased leave (48/52):
6 Statement of Key Responsibilities/Duties
Contribute to meeting Directorate and departmental objectives related to providing strategic educational leadership to the training provider sector by:
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Implementing a strategic framework for professional development for VET practitioners within training organisations providing a state-wide approach to professional development;
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Coordinating programs that focus on innovative, flexible and responsive use of training packages and teaching, learning and assessment practices responding to workforce development needs of industry and enterprises;
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Delivering and facilitating educational events for training providers to promote high quality training that aligns with industry requirements and training package qualifications, and maintains effective practices within specific projects / programs to maximise efficiencies and service provision.
Providing professional advice in relation to national and state initiatives, priorities and responsibilities, and educational directions, by:
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Liaising with national Industry Skills Councils, Government Departments and industry stakeholders on policy matters, reviews and endorsements of training packages and participating in the dissemination of national and state teaching, learning and assessment products and policy matters to support training providers;
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Writing briefings and reports to the Minister, Chief Executive and other Managers; and
 Contributing to the continuous improvement of the department’s directions on educational outcomes.
Undertaking complex projects and work in areas of education and training by:
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Leading and managing projects that comply with agency and government policies, meet defined objectives and achieve quality standards;
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Negotiating and defining project methodologies and timelines to achieve specific outcomes within financial and resource constraints; and
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Monitoring and reporting on progress and outcomes against timelines and objectives.
The principles and practices of Equal Employment Opportunity, Diversity, Workplace Health & Safety, Risk
Management and Business Continuity, general public sector aims and the Code of Ethics are promoted and implemented and the provisions of the relevant legislation and regulations are adhered to.
7 Position Context
The Department of Further Education, Employment, Science and Technology (DFEEST) is responsible for:
1. Ensuring high levels of participation and achievement in learning and work and raising the skill levels of
South Australians;
2. Assisting industry and employers to develop their workforce and meet their skills needs;
3. Building the capability, quality and capacity of the vocational education and training (VET) and higher education systems to meet the demands of individuals and of industry;
4. Providing public funding for training to approved providers;
5. Advancing science and research and the information economy through developing and implementing whole of State strategies to support improved state productivity, higher value jobs and skills; including skills that people need to prosper and advance in a digitally connected world.
In February 2011, Skills for All was introduced as the strategic direction for vocational education and training in
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South Australia. The Skills for All reform resulted in fundamental changes to the State’s training system in order to:
 raise the skill levels of South Australians
 increase the number of South Australians with post school qualifications and achieve the G overnment’s
Job Strategy of an additional 100,000 training places to support 100,000 jobs
 increase employment participation.
Skills for All has changed not only how training is funded but how DFEEST operates by providing funding to the
Skills for All Training Provider based on demand. There has been a move from a supply driven funding model to a demand driven model where publicly subsidised students will be able to select a Skills for All Training Provider and the training of their choice. Skills for All also introduced a new partnership with industry and an emphasis on a modern flexible training system.
To support these strategic directions the DFEEST Corporate structure brings together like functions in streams of activity, to strengthen policy, strategy, and client and industry engagement. All Corporate Directorates work collaboratively with a strong emphasis on outcomes and accountability to achieve organisational goals.
Skills SA is a business unit in DFEEST and has responsibility for the delivery of funding to training providers under
Skills for All as well as the important role of providing timely and accurate training and career information to enable the market to operate effectively.
Skills SA is responsible for monitoring and promoting the State ’s reputation for high quality education and training and that training providers in receipt of public funding meet the highest standards of quality for students. It supports a key objective of Skills for All , the requirement to improve transitions from school to VET, through VET to employment and to university. Strong engagement with the eleven National Industry Skills Councils in relation to
Training package development, endorsement and implementation ensures that the sector delivers the most appropriate products to meet industry needs.
Skills SA fosters and maintains strategic relationships with the national VET regulator, Australian Skills
Qualifications Authority (ASQA) to assure the provision of quality training in South Australia. Other responsibilities in this area include:
 setting and monitoring performance requirements of providers accessing public funding under Skills for
All ;
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 developing the VET workforce through professional development and capacity building programs; developing more effective educational and training pathways that better link workforce modelling with tertiary course provision between:
- school and VET, including special provisions to support VET within the South Australian
Certification of Education (SACE),
- engage with the Commonwealth in regard to policy development and review for National
Standards for VET regulation and National Standards for Training Packages
 support ‘sustainability’ initiatives in policies and programs relevant to education and training.
Skills SA, using web-enabled systems and operational support, manages a subsidy management system which enables:
 individuals to plan their qualification pathways, track their progress and access information about current and future subsidised qualifications
 registered training providers to apply to be a preferred provider, monitor the status of their application, update their details, submit student outcomes, lodge claims and receive payments
Through the Skills for All infoline and Infocentre, Skills SA is the first contact point for people looking to access training, for providers seeking to become Skills for All approved and for industry wanting to access tools and information on workforce development and Training Package information. The directorate provides clients and stakeholders access to high quality consumer information on careers, training options and providers. The objective is to provide information for clients to help them make informed choices and take action to navigate and engage with the training system.
DFEEST is an equal opportunity employer and encourages Indigenous Australians, young people, people with disabilities, people from culturally diverse backgrounds and women to apply for advertised positions.
8 Position Challenges
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9 Certified Correct
Approved: Line Manager
Endorsed: Human Resources
Occupant
HRB 32B (01/08)
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/ /
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HRB 32B (01/08)
Educational/Vocational Qualifications
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Tertiary qualification in a related area
Personal Abilities/Aptitudes/Skills
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Proven high level interpersonal and verbal communication skills, including: developing and maintaining collaborative relationships and networks to advise on training and assessment issues, consult, negotiate and influence on complex issues.
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Proven ability in providing concise, relevant and high level written advice, recommendations, briefings and reports, on complex and/or significant issues of State wide or National significance, to stakeholders.
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Demonstrated ability to analyse, synthesize and apply research, exercise independent judgment and provide effective decisions and business solutions that meet state and national requirements.
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Ability to work strategically, with minimum supervision and as a team member to achieve complex objectives within specified timeframes.
Experience
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Experience in coordinating and managing programs, projects or initiatives and events with a strong educational and/or industry focus.
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Experience in providing training and education programs to clients in the community, industry and enterprises.
Knowledge
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Knowledge of components of the National Training Framework that includes National Standards, Quality
Assurance Frameworks and Training Packages.
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Applying workplace health and safety and workers compensation legislative requirements in business activities for which the position is responsible, whilst ensuring compliance to Agency workplace health and safety policies, procedures and processes including the identification, assessment and control of risks and evaluation of mitigation strategies to minimize the likelihood of injury and/or disease incorporating the agencies risk management framework.
Personal Abilities/Aptitudes/Skills
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Demonstrates strategic acumen, innovation and flexibility.
Experience
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Providing professional development to VET trainers and assessors.
Knowledge
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In-depth knowledge of assessment within the VET sector.
Educational/Vocational Qualifications
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Diploma or degree in teaching and learning or equivalent experience.
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