Partnership
arrangements
between schools
and registered
training providers
TITLE: A guide to establishing partnership arrangements between schools and registered training providers.
SCIS NO. 1393748
ISBN:
978-0-7307-4291-3
© Department of Education Western Australia 2010
Reproduction of this work in whole or part for educational purposes, within an educational institution and on condition that it
is not offered for sale, is permitted by the Department of Education.
This material is available on request in appropriate alternative formats including Braille, audio recording and computer disk.
Department of Education
151 Royal Street
East Perth WA 6004
Further information please contact:
VET in Schools Branch
Secondary Directorate
Telephone:+61 8 9264 4783
Facsimile: +61 8 9264 4629
Email:
vet.in.schools@det.wa.edu.au
URL:
www.det.wa.edu.au/curriculumsupport/vetis
Licensed for NEALS
A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
Contents
Introduction to Schools Partnerships with Registered Training Organisations......................... 2
Purpose of this guide.......................................................................................................................... 3
Context.................................................................................................................................................. 4
What is Vocational Education and Training (VET)?.......................................................................... 4
Key characteristics of the VET system............................................................................................ 4
Partnership arrangements.................................................................................................................. 6
What is a partnership...................................................................................................................... 6
Key actions...................................................................................................................................... 6
Evidence guide................................................................................................................................ 6
Benefits of partnerships.................................................................................................................. 6
Types of partnerships...................................................................................................................... 6
How to set up a partnership............................................................................................................... 8
The written agreement.................................................................................................................... 8
Planning Stages – STEPS 1 to 6...................................................................................................... 8
STEP 1: Identify the needs/industry areas for students.................................................................. 8
STEP 2: Selecting appropriate qualifications and units of competency........................................... 9
STEP 3: Identify the resources you will need.................................................................................. 9
STEP 4: Research possible RTO partners....................................................................................... 9
STEP 5: Negotiate and sign the partnership agreement with the RTO..........................................12
STEP 6: Monitor, review and evaluate the partnership agreement................................................13
Key elements of a good partnership..............................................................................................13
Partnership checklist..........................................................................................................................15
If there are problems with the partnership.....................................................................................17
Glossary...............................................................................................................................................18
Useful resources and contacts......................................................................................................... 20
Feedback............................................................................................................................................. 20
Appendix 1: VET in Schools Partnership Agreement – General............................................App1:1
Appendix 2: VET in Schools Auspicing Partnership Agreement........................................ App2:10
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A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
Introduction to Schools Partnerships with Registered Training Organisations
In recent years there has been rapid growth in the delivery of Vocational Education and Training
(VET) by secondary schools throughout Western Australia. Key drivers for this growth have included
changes to the school leaving age, the State’s skill and labour shortages, an ageing workforce and
increased demand from employers for young people to make informed career choices; all of which
necessitate an increase in training opportunities.
As schools, students and their parents respond to increasing training and employment opportunities,
it is important to ensure that VET activity undertaken by Year 11 and Year 12 students, as part of
approved senior secondary study programs, is nationally recognised training.
In the context of a broad general education, vocational training for school students provides training
from National Training Packages consistent with the National Skills Framework (NSF). In providing
VET for school students programs, existing publicly funded VET programs, facilities and infrastructure
should not be unnecessarily duplicated.
Partnership arrangements with Registered Training Organisations (RTOs) enable secondary students’
access to a broader range of specific industry competencies and increased career pathways. These
partnerships enrich young peoples’ vocational education and training.
Partnerships provide schools and RTOs with the opportunity to share expertise and best practice
while also achieving economies of scale. They also allow schools to offer VET in areas where they
do not have the expertise or the required infrastructure. By using an RTOs facilities and expertise,
school students gain exposure to the latest training techniques, resources and equipment in a range
of industry sectors. This exposes them to a wider range of industry style experiences, career and
learning pathways, so expanding their workplace awareness.
Benefits for the RTOs in partnering with schools include the opportunity to:
• quality assure and continuously improve nationally accredited training
• establish relationships with potential students
• clarify career and training pathways
• enhance articulation for school students to post-school VET options.
VET partnerships also benefit employers. By offering students workplace experiences they have
consistent, productive interaction with young people as well as an opportunity to source potential new
employees.
The whole education and training community benefits from the strengthened links with industry that
partnership arrangements bring.
The Vocational Education and Training (VET) for School Students Policy 2008, specifies in section
5.4, that VET for school students programs must meet Curriculum Council and Western Australian
Certificate eligibility requirements. For further information on the Western Australian Certificate of
Education (WACE) see curriculum.wa.edu.au/internet/Policy/WACE_Requirements/
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Purpose of this guide
This guide has been developed for schools, educators and RTOs to support and enhance partnerships
for the delivery of VET to secondary school students.
This guide is best read in conjunction with the Vocational Education and Training (VET) for School
Students Policy 2008, which provides the policy framework for the implementation, delivery and
assessment of VET for school students programs in Western Australia.
This guide is available electronically at www.det.wa.edu.au/curriculumsupport/vetis and click on
Policies & Planning then select School Guide to Partnerships.
This resource provides:
• information on VET with useful links
• details of the types of partnerships
• guidance on developing partnership arrangements for VET in schools
• some mechanisms that may be used to quality assure a partnership arrangement
• a checklist for schools and RTOs considering partnership arrangements
• a template Memorandum of Agreement (MoA) for a general school/cluster of schools partnership
arrangement with an RTO
• a template MoA for an Auspicing Agreement between a school/cluster of schools and an RTO.
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Context
What is Vocational Education and Training (VET)?
Vocational education and training (VET) is the term used in Australia for the education and training
system designed to prepare students of all ages for employment and to improve the knowledge and
skills of people already in employment. VET is nationally recognised training and assessment provided
by RTOs, resulting in a qualification and/or a Statement of Attainment, based on the Australian
Qualifications Framework (AQF) and delivered in accordance with the National Skills Framework (NSF).
For further information on the national VET system, refer to the National Training website at
www.training.com.au and the glossary of acronyms on page 18 of this document.
Key characteristics of the VET system
The VET system and the education system are distinct but complementary. It is important to
understand the characteristics that distinguish the VET sector from the school sector.
Education systems in Australia operate under State Government legislation and policy with Australian
Government funding for specific national programs. The Curriculum Framework (1998) describes the
outcomes of education for K-12 students in Western Australian schools.
The VET sector is industry driven. This means that industry indicates the appropriate skills and
knowledge or competencies for their particular industry area and the qualifications are linked to job
roles. For this reason, publicly funded VET is aligned to identified industry skill requirements and also
skill shortage areas.
The VET sector is a national initiative implemented through public and private RTOs operating under
the NSF and is made up of three parts:
1 Training Packages
Sets of nationally endorsed standards and qualifications (typically described for Certificate I through
to Advanced Diploma levels), developed by industry to meet particular training needs (eg for
Business, Hospitality, Mining, Building and Construction). Each training package describes the skills
and knowledge needed to work effectively and competently in that industry and specifies how the
competencies will be assessed. For details, see: www.ntis.gov.au
2 The Australian Quality Training Framework 2010 (AQTF2010)
Nationally agreed quality assurance arrangements for training and assessment which assures
nationally consistent, high quality training and assessment services for clients of Australia’s VET
system. The five components of the AQTF2010 are:
• AQTF Essential Conditions and Standards for Initial Registration
• AQTF Essential Conditions and Standards for Continuing Registration
• The Quality Indicators
• AQTF 2007 Standards for State and Territory Registering Bodies
• AQTF 2007 Excellence Criteria
For details, see: www.training.com.au
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3 The Australian Qualifications Framework (AQF)
National framework for all VET and higher education qualifications, provides descriptors for
qualification levels from Certificates I, II, III, IV, Diploma, Advanced Diploma, Graduate Diploma and
Associate Degree within the VET sector. For details, see www.aqf.edu.au
The AQTF2010 provides the basis for a nationally consistent, high quality VET system and RTOs
must meet the AQTF2010 standards for delivery. Once registered, an RTO can issue qualifications
and Statements of Attainment under the AQF within their defined scope of delivery. RTOs must only
deliver within their scope of registration.
The Office of Training Accreditation Council (TAC) is Western Australia’s State Registering/Course
Accrediting body and is responsible for quality assurance and recognition of vocational education and
training services in Western Australia. This includes the:
• registration of training organisations
• implementation of the AQTF2010
• accreditation of courses
• recognition of skills and qualifications
• arrange audits against AQTF2010 standards
• provision of policy advice to the State Training Board on recognition arrangements.
For details, see www.tac.wa.gov.au
VET for School Students Programs in Western Australia must:
• meet Curriculum Council and WACE eligibility requirements, ie
– schools must enrol students in a learning program that leads toward the achievement of
a WACE
• provide recognition towards a nationally recognised VET qualification within the AQF upon
completion
– students must be enrolled in at least one Unit of Competency from a nationally endorsed
Training Package
• provide training and assessment that reflects specific industry competency standards and is
delivered and resulted by RTOs or by a school in partnership with an RTO.
Note: Under the Vocational Education and Training (VET) for School Students Policy 2008, Western
Australian schools may apply to become RTOs. Schools wishing to register will need to contact
their system/sector for advice. Schools seeking RTO status must have their applications endorsed
by both the Minister for Education and the Minister for Training and Workforce Development prior to
submission to TAC for registration. Once a school is an RTO, it must seek advice and approval from
the Department of Education should it wish to deliver training to students other than its own enrolled
students, for example, by partnering with other schools.
For details see Vocational Education and Training (VET) for School Students Policy 2008; Section 5.3.1
and 5.3.2.
The training and education provided by the VET sector is for specific vocational purposes. The skills
provided are those vocational skills for work and life including the underpinning knowledge and broad
process skills. VET for school students programs must comply with all AQTF2010 standards no
matter which delivery arrangement is established.
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Partnership arrangements
What is a partnership
Under the AQTF2010, a partnership between RTOs and other organisations is a way to quality assure
the delivery, assessment and recognition of training.
Key actions
Standard 3-Element 3.3 of The Essential Conditions and Standards for Registration states that RTOs
under partnership arrangements, “has a defined process and mechanism to monitor training and/or
assessment services provided on its behalf to ensure that it complies with all aspects of the AQTF
Essential Conditions and Standards for Initial Registration.”
Evidence guide
• Agreements are in place with each organisation that provides training and/or assessment on the
RTOs behalf.
• Training and/or assessment services are monitored to ensure that they are being adhered to
and that improvements are made, where required.
• Improvements to arrangements for the establishment, monitoring and implementation of
Agreements are demonstrated.
Benefits of partnerships
One of the major reasons a school enters into a partnership arrangement with an RTO is to allow it to
outsource those activities that it cannot perform as competently as its partner. A partnership:
• ensures industry standard skills training and assessment is delivered to students
• provides the opportunity to share skills, effort, cost and resources for mutual benefit
• increases student access to nationally recognised qualifications
• ensures the training and assessment arrangements meet industry requirements
• facilitates the efficient use of training and assessment resources
• promotes the exchange of ideas, information and resources between schools, RTOs and industry/
enterprise.
Types of partnerships
There are four delivery arrangements that will require partnerships:
1. The Auspiced Mode In this partnership, all the training and assessment is undertaken by the
school. The RTO ensures that the training and assessment that the school undertakes meets the
requirements of the AQTF2010. The RTO issues the qualifications and/or Statements of Attainment.
2. The Fee for Service (Outsourced) Mode The RTO delivers and assesses all the training and
assessment either at the RTOs premises or at the school. This mode may suit schools that do not
have the qualified staff or resources to deliver the training or undertake assessments themselves, or
have small numbers of students participating in VET programs.
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3. The Combination Mode In this partnership, the RTO quality assures (auspices) some of the
delivery and assessment of training conducted by the school. The RTO may also be engaged by the
school to deliver and assess some training and provide student results in a combination arrangement.
4. The Profile Hours Mode The school is accessing RTO profile hours, often referred to as SCH
(student contact hours). Profile Funding for VET in Schools (other than SAL) is subject to a range of
conditions including the strategic priorities outlined in the State Training Profile.
RTO Schools Note that schools may operate as RTOs for the purpose of providing VET opportunities
to school students [Section 3 of the VET for School Students Policy 2008]. The schools are registered
with TAC to deliver and assess training within a defined scope. The processes for achieving RTO
status, extending scope and auspicing with other schools are subject to conditions specified in
Section 5 of the VET for School Students Policy 2008.
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How to set up a partnership
The written agreement
A written agreement is required when a school and RTO are involved in training delivery partnerships.
Agreements must be signed by both the school and the RTO.
The RTO is accountable for the quality of training and assessment provided on its behalf as specified
in the AQTF2010 – Users’ Guide to the Essential Conditions and Standards for Registration, Element
3.3 Explanatory Notes. It is important that a signed Agreement is completed prior to commencement
of the arrangement and prior to any delivery, as it specifies the roles and responsibilities of each
partner including the costing structure, appropriate timeframes and reporting responsibilities.
It is beneficial to consider potential risk factors and their management strategies before entering into a
partnership arrangement, eg
• occupational safety and health issues related to the industry
• geographical location of the RTO relative to the student
• maintaining staff with the industry and training and assessment competencies
• monitoring and improving the Agreement
• scheduling and reporting timelines.
The following steps outline how a partnership can be established and maintained between schools
and RTOs for the delivery of VET programs.
Planning Stages – STEPS 1 to 6
STEP 1: Identify the needs/industry areas for students
What is the need for a VET program in the school?
What purposes will it serve for the students, the community?
Seek advice about implementing a proposed program from:
• Enterprise and Vocational Education (EVE) Coordinators located at District Education Offices
• a Registered Training Organisation
• VET in Schools Branch, Department of Education
• education system/sectors
• other schools in the district involved in VET for school students programs
• VET in Schools advisers employed by RTOs
• Industry Training Councils and Industry Skills Councils
• local business networks
• Curriculum Council
• Group Training Organisations.
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Any advice must be assessed in light of:
• industry demand to meet skill shortages and local industry needs
• employment opportunities for students in the program industry area
• the availability of funding and resources
• how the units of competency link to the WACE to provide recognition of student achievement
• legislative requirements such as Occupational Health and Safety
• student demand and their commitment to the program
• existing programs in other local schools that might enable joint opportunities that minimise
additional resourcing
• the RTOs existing delivery scope
• student survey results
• parent survey results.
STEP 2: Selecting appropriate qualifications and units of competency
Select the qualification and linked units of competency to be delivered in consultation with the EVE
Coordinator and the RTO(s). Also, discuss with other schools appropriate qualifications and units of
competency for students in the school context.
Discuss with the RTO what might be appropriate qualifications and units of competency for students
and whether they have these on their delivery scope.
Examine the relevant Training Package or visit the National Training Information System (NTIS) web
site to look at the appropriate training packages and the rules relating to core and elective units of
competence at www.ntis.gov.au. VETinfonet also has information concerning training packages
qualifications, units of competency and assessor qualifications, vetinfonet.det.wa.edu.au
STEP 3: Identify the resources you will need
Investigate what physical and human resources are needed for the delivery and assessment of the
chosen qualifications and units of competency. These are set out in the appropriate Training Package
and by the AQTF2010 standards – Elements 1.3, 1.4 and Appendix 2 (AQTF2010 – Users’ Guide to
the Essential Conditions and Standards for Registration). The Training Packages, VET Curriculum and
Learning Resource Materials can be sourced from:
• AQTF website www.training.com.au
• the NTIS website www.ntis.gov.au
• the Department of Education VET website www.det.wa.edu.au/curriculumsupport/vetis
• the RTO with which the school is negotiating
• the Curriculum Council website: www.curriculum.wa.edu.au
STEP 4: Research possible RTO partners
Discuss the school’s requirements with a range of RTOs. There is the possibility that a school will
partner with several different RTOs, depending on the courses being offered, the scope of the
individual RTO and the conditions negotiated.
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Schools need to talk to other schools in their district/cluster and share experiences and ideas about
possible RTO partners. It may be possible to group small numbers of students from a number of
schools to form a larger, more cost effective class size for delivery purposes and to share costs, such
as transport and duty of care support.
Questions schools need to ask of themselves and of potential RTO partners
Scope and Articulation
• Where do the units fit with the student’s career plan aspirations?
• Does the RTO have the scope in their registration to deliver the qualifications and/or units of
competency that you want for your students? This can be checked through VETinfoNet
www.vetinfonet.det.wa.edu.au or the NTIS website www.ntis.gov.au
• Do the qualifications and units of competency suggested by the RTO and/or school have a clear
pathway to further qualifications and/or employment?
• Do the students really want/need to do these units?
• Are the qualifications and units of competency identified by the RTO current and valid?
• If only units of competency are selected, will they support articulation into a higher qualification
without penalising student achievement of that qualification or student support payments or
employer traineeship/apprenticeship incentives?
Delivery
• Which arrangements of delivery are best suited to the school and the students (auspiced, fee for
service, combination mode, using profile hours)?
• What are the minimum student numbers to deliver the program and determine from the RTO,
available options if numbers drop below the minimum?
• Are the school and RTO aware of obligations of the ‘Working with Children’ legislation and how is
this catered for?
• Are the school and RTO aware of duty of care requirements for school students attending other
sites? Focus points can be found on the Duty of Care: VET for School Students attending TAFEWA
Colleges Policy (2007) and the Excursions Policy on the Department of Education website.
• When and how will the RTO induct school staff? This is an AQTF2010 requirement – Element 2.3.
• Who is responsible for industry consultation on the development of the learning and assessment
strategy? This is AQTF2010 – Element 2.4.
• Who will deliver the training to the students and where?
• Can teachers from the school be used for delivery and assessment? If so, what competencies and
evidence/mapping of competency are required? This is a requirement of AQTF2010 – Element 1.4
and Appendix 2.
• What will be required of the school in terms of each delivery arrangement and for each
qualification and industry area?
• Who is responsible for providing information to students, for example, on Recognition of Prior Learning,
Appeal and Grievance, Access and Equity, student support? (AQTF2010 – Standards 1 and 2).
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• What will be required of the RTO in terms of each delivery arrangement and for each qualification
and industry area?
• What are the itemised costs involved in each delivery arrangement?
• What schedule of payments if any, will be required from the school?
• What will be the timetable for instruction for the students if they are going to the RTO?
• Does the RTO have a process in place to inform the school about students’ non-attendance? See
Duty of Care: VET for School Students attending TAFEWA Colleges Policy (2007).
• If delivery is on a school site by RTO practitioners, do they possess the Limited Authority to Teach
through registration as specified by the Western Australian College of Teachers (WACOT)?
Assessment
• From the relevant training package, what are the assessor requirements?
• Who will undertake the assessment? Do they have the appropriate qualification(s) (see Appendix 2
of the AQTF2010 – Users’ Guide to the Essential Conditions and Standards for Registration)?
Do they have recent industry and vocational experience?
• What is the RTO policy on assessment? For example:
– Who will be responsible for providing the students and the school-based assessors with
assessment information?
– How will evidence be collected and judgements made?
– How will assessments be recorded and reported?
– Are there costs involved?
• Where will assessments take place? Have all stakeholders agreed on this process, for example,
the RTO and the employer (if assessed in the workplace)?
• Who will be responsible for the development of/improvements to the training/assessment
materials?
• Who is responsible for/involved in the moderation and validation of assessment (AQTF2010
Standards 1, 2 and 3)?
• Are there additional costs if students need to repeat assessments and is this part of the RTOs
Assessment Policy?
Quality Assurance
• What will the quality assurance process involve and how will it be conducted?
• What are the responsibilities of the RTO and the school in relation to meeting AQTF2010
Standards?
• How often will the RTO visit the school and when will these visits occur?
• What will these visits entail (internal and external auditing) and how will each be conducted?
• What costs will be incurred for the visits? Is this part of the costing schedule?
• What is the process in place to discuss issues arising?
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Reporting
The most important factor is whether the RTO can meet the specified school reporting timelines.
These include the Curriculum Council deadlines for enrolment, results and reporting deadlines to
students and parents, as well as the Minimum Reporting Requirements [MRR] for schools which
includes enrolment information for funding and statistical purposes.
Other issues to consider include:
• When will the students receive their Certificates and/or Statements of Attainment and how (either
formal by presentation or informal by mail)?
• How will the RTO and school communicate with each other? There needs to be a designated
person at the RTO and a designated person at the school, each with responsibility for
implementation and monitoring of the partnership.
• Can the schools meet the specified RTO record keeping and reporting timelines?
• Is there a format specified by the RTO for record keeping and reporting?
STEP 5: Negotiate and sign the partnership agreement with the RTO
A signed Agreement must be in place before delivery starts.
Once the school has selected an RTO, a signed Agreement must be in place before delivery
commences. Ensure that it specifies the arrangements for training delivery and assessment, and that
the school and the relevant personnel are familiar with the requirements of the AQTF2010 and the AQF.
The school will also need to identify and ensure the availability of learning materials physical resources
and equipment, as required by the Agreement.
The school and the RTO will need to agree upon, and document:
• an agreed and detailed timeline to ensure Curriculum Council deadlines are met. For current due
dates refer to the Curriculum Council’s WACE Activity Schedule at www.curriculum.wa.edu.au
• costs and charges involved in program delivery
• details relating to the “who”, “how”, “what”, “when” and “where” of training delivery,
assessment and reporting
• strategies relating to quality assurance:
– selection and training of school-based trainers and assessors
– development of assessment information and tools
– learning and assessment strategies
– system procedures and record keeping
– provision for internal audit, professional development and validation strategies
• a partnership evaluation process including how and when such evaluation will take place. This will
not only assist in partnership maintenance but also lead to continuous improvement.
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When both parties are satisfied with the details, a written partnership Agreement is drawn up and
signed by both parties. This Agreement is a working document to clarify responsibilities, that will
guide and manage the partnership arrangement.
The signed Agreement is most important as it specifies the roles and responsibilities of each partner
including quality assurance arrangements and costing structure (refer to the Appendices for sample
Agreements).
STEP 6: Monitor, review and evaluate the partnership agreement
The Agreement needs to include opportunities for both parties to discuss progress, things that are
going well, areas that need to be improved, issues and concerns. These opportunities are usually
referred to as checkpoints.
The Agreement must include a clause for withdrawal from the arrangement and under what
circumstances.
The school and RTO need to jointly plan how best to gather information to evaluate how well the
arrangement is meeting its objectives.
Examples of partnership agreement documents
Examples of partnership Agreements are appended. Appendix 1 offers a generic Partnership
Agreement template to cover a range of partnership activities between an RTO and a school/cluster of
schools. Appendix 2 is a template for an explicit Auspicing Agreement between a school and an RTO.
The template must be chosen carefully to ensure it can be customised to meet the needs of all
signatories.
Key elements of a good partnership
Communication
Many issues and problems can be alleviated early by the school and the RTO establishing a pattern of
regular communication through meetings and telephone contact.
Risk identification
There are risks for each partner when entering into a partnership. Building the partnership requires
an investment of time and resources. Identifying and allowing for potential risks in the planning stage
followed by ongoing two-way feedback, is the most effective way to minimise their impact.
Shared vision of success
To succeed, each partner needs to plan their own involvement in relation to a shared vision and
agreed roles and responsibilities. Trust and ongoing communication are cited by many partnerships as
the most important elements for success.
Defined benefits for students
The primary focus of any partnership must be the students and how the cooperation will enhance
their learning outcomes, options, pathways and opportunities. The benefits to the respective
education and training institutions will follow on from successful partnership Agreements.
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Consultation with stakeholders
It is essential that all relevant stakeholders are identified and consulted at the beginning and, where
appropriate, involved as key partners throughout. This could include parents, students, community
groups and relevant industry groups.
Formalisation of the agreement
A formalised Agreement or Memorandum of Agreement, signed by all parties, needs to state clearly
the expected outcomes of the partnership, the roles, responsibilities and commitments expected
from each party, the time frame of the Agreement, costs and who will pay which cost.
Mutual commitment for mutual benefit
Genuine cooperation involves mutual advantages for the parties involved. To be sustainable,
cooperative Agreements need to ensure all parties feel they are equal partners, and that each is
contributing and benefiting.
On-going monitoring, review and evaluation
To ensure that outcomes for students are being met and issues are being dealt with as part of
AQTF2010 compliance, it is important that there be regular monitoring, review and reflection at
defined intervals. This allows for effective and open communication and helps alleviate problems
before they escalate.
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Partnership checklist
This may be used to ensure all aspects of the Partnership Agreement have been negotiated and
completed prior to commencing the Partnership’s activities.
Partnership checklist
Investigate the need for VET in Schools for your students
Interview or survey students, parents, community
Investigate and liaise with industry; are there employment opportunities and career
pathways for students? Is the industry experiencing skills and/or labour shortages?
Investigate what qualifications and units of competency might be suitable for the
industry’s and students’ needs
Consider options for learning and assessment strategies
Investigate the school resources needed to deliver VET in Schools ie human,
physical, funding? Evidence the resources meet AQTF2010 standards and relevant
training package requirements
Research possible RTO partners
Research the delivery arrangements available and the resources, equipment, staff
and employers that students will have contact with
Identify what qualifications/units of competency the RTOs are registered to deliver
and assess
Clarify school and RTO Duty of Care processes to meet relevant policies and
establish associated school management plans
It is critical to clarify delivery requirements for all parties, who, what, where, when
and how, including costs if any involved, particularly noting reporting requirement
dates as per the Curriculum Council’s key WACE Activity Schedule
Clarify assessment, who, what, where, when and how requirements for all parties,
including costs involved
Clarify quality assurance, who, what, when, where and how
Organise reporting, meeting relevant timelines and guidelines
Issues clarification, processes established for discussion and resolution
Complete negotiations with the chosen RTO(s) before writing the Agreement
Put all partnership Agreements in writing and get both parties to sign and date
(each to keep a copy on file)
Undertake scheduled periodic reviews of the Agreement
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Checklist for schools considering becoming an RTO:
(see Section 5, VET for School Students Policy)
Develop a business case, for endorsement by both the Minister for Education and
the Minister for Training and Workforce Development prior to applying to the Office
of Training Accreditation Council for approval. (For public schools, endorsements
are needed from their District Director Schools and local TAFE Managing Director
prior to submitting business case to VET in Schools Branch)
Partnering with other schools (see Section 5, VET for School Students Policy)
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If there are problems with the partnership
In case things go wrong, plan a conciliation process. Regular meetings and open communication will
assist any conciliation process.
Arrange a meeting with the partner organisation. Prepare and circulate a list of issues with possible
solutions, to the partner prior to the meeting so they have an opportunity to prepare for the meeting.
If a school or RTO has concerns then they should inform the other party of their issues and possible
resolutions.
Keep an open mind. The main aim is to ensure the students’ VET delivery and assessment does not
suffer. The school may wish to have a third party attend, such as the EVE Coordinator.
As a last step, contact your District EVE Coordinator to act as an intermediary and have another
meeting. If the issue is still unresolved, contact the relevant system or sector for further assistance
and advice.
© Department of Education WA 2010
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A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
Glossary
Acronym
Meaning
Description
AQF
Australian
Qualifications
Framework
The policy framework that defines all qualifications recognised
nationally in senior secondary and post-compulsory education and
training in Australia.
AQTF2010
Australian
Quality
Training
Framework
This is a set of nationally agreed quality assurance arrangements
for training and assessment services delivered by training
organisations. The AQTF2010 includes identification of excellence
criteria.
DEEWR
Department
of Education,
Employment
& Workplace
Relations
This Australian Government Department is responsible for setting
policy and managing the AQF and AQTF2010 and numerous
resources, including some funding to assist state and territory
governments to manage public and private training services.
NSF
National Skills
Framework
The national system of VET as endorsed by the Ministerial Council
for Vocational and Technical Education (MCVTE).
RTO
Registered
Training
Organisation
An RTO is a training organisation registered by a state or territory
registering body in accordance with the AQTF2010 Essential
Conditions and Standards for Registration and with a defined scope
of registration. A training organisation must be registered to deliver
and assess nationally recognised training and issue nationally
recognised qualifications.
TAC
Training and
Accreditation
Council
This authority is responsible, under the VET legislation and decision
making framework The Vocational Education and Training Act 1996
of Western Australia (The Act) and the Vocational Education and
Training (General) Regulations 2009 (WA), and in accordance with
the AQTF2010 Standards for State and Territory Registering Bodies,
for registering training organisations, including all processes relating
to registration and imposition of sanctions on RTOs.
VET
Vocational
Education and
Training
The Act describes VET as ‘education, instruction, training
or experience that encompasses the development of skills,
knowledge and attitudes in any vocation, or in any academic or
practical discipline relevant to a particular occupation, business,
employment or trade, but, subject to Section 6, does not include
education, instruction, training or experience provided by a school
or a university.’ Section 6 enables the Minister to approve a
school or university to provide VET once registered as a training
organisation by TAC.
© Department of Education WA 2010
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Acronym
Meaning
Description
WACE
Western
Australian
Certificate of
Education
This is the Western Australian senior secondary certificate issued
to school graduates meeting specific achievement requirements.
VET outcomes can contribute significantly to a student’s WACE
requirements.
For more detail refer to
www.curriculum.wa.edu.au
For a range of other VET and RTO related terms see AQTF2010 – Users’ Guide to the Essential
Conditions and Standards for Registration – (see www.training.com.au).
© Department of Education WA 2010
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A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
Useful resources and contacts
Western Australian Department of Education
www.det.wa.edu.au/curriculumsupport/vetis
Australian Qualifications Framework
www.aqf.edu.au
Training Accreditation Council
www.tac.wa.gov.au
Curriculum Council of Western Australia
www.curriculum.wa.edu.au
Australian Quality Training Framework 2010
www.training.com.au
National Training Information System
www.ntis.gov.au
Department of Education, Employment and Workplace Relations
www.deewr.gov.au
Western Australian Department of Training and Workforce Development
www.dtwd.wa.gov.au
www.vetinfonet.det.wa.edu.au
Feedback
If you have any suggestions on how these guidelines could be improved, please contact:
VET in Schools, Secondary Directorate
Department of Education
Tel (08) 9264 4783
Fax (08) 9264 4629
Email vet.in.schools@det.wa.edu.au
2nd Floor 151 Royal Street EAST PERTH WA 6004
© Department of Education WA 2010
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A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
Appendix 1: VET in Schools Partnership Agreement – General
(Model courtesy of Pilbara TAFE~Pilbara VET in Schools Cluster.)
The VET in Schools General Partnership Agreement as set out below represents a framework for
a Memorandum of Agreement between one or more schools or a VET Cluster of Department of
Education schools and an RTO.
Form No:
LOGO
VET in Schools Partnership Agreement – GENERAL
Issue date/
Version:
VET in Schools Partnership Agreement – GENERAL
between
_____________________________________(full name RTO)
and
_____________________________________(full name school/cluster)
Purpose
This Agreement with attached Schedules, describes the relationship between an RTO and one or
more schools. It is designed to enhance the vocational education and training opportunities for school
students by focussing on the service and operational needs for efficient and effective delivery and
assessment of VET. It provides explicit detail on a range of delivery arrangements:
• profile hours
• auspicing
• fee for service
• combination of the above
• RTO services for School-based Traineeships (SBT), School-based Apprenticeships (SBA), School
Apprenticeship Link (SAL) programs and Participation students operating under a Notice of
Arrangement.
This General Agreement recognises the responsibilities of each party to contribute to the broad
strategies of a quality assured system as prescribed under the Australian Quality Training Framework
2010 (AQTF2010). It also provides an agreed understanding of the operating arrangements that need
to exist under the AQTF2010.
© Department of Education WA 2010
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The Service Package
The RTO will provide the following services:
• training and assessment to students of the partnering schools
• auspicing arrangements to quality assure the training outcomes of schools with the capacity to
deliver and assess training under the AQTF2010 requirements
• support and relevant information to the appointed school(s) VET Coordinators on the requirements
for training and assessment
• a system for the interchange of information on student progress and results according to
established systems and Department of Education and Curriculum Council requirements
• training to accommodate logistics, timeframes, individual school requirements and the RTOs own
operational needs.
Operational Arrangements
School
Each school is to nominate a VET Coordinator to be the point of contact. Each school will advise the
RTO of the VET Coordinator’s name, position title and contact details.
The school VET Coordinator will be responsible for:
• liaising with the RTO regarding student and school administration requirements
• preparing specific schedules
• managing the school side of the Agreement to ensure that the terms of Agreement are adhered to
• ensuring that the RTOs VET Coordinator has adequate notice of any issues or problems that may
affect the training and assessment environment (eg known student absence, pupil free days, etc).
RTO
The RTO will nominate a VET in Schools students’ coordinator to be the point of contact for schools.
The RTO will advise the relevant school(s) of the coordinator’s name, position title and contact details.
The RTO VET in Schools coordinator will be responsible for:
• liaising with the school(s) regarding student and/or staff training requirements
• preparing individual schedules and Agreements
• liaising with relevant RTO training managers and campus directors to develop a suitable timetable
for training and assessment to take place
• managing the RTO side of the Agreement including coordinating the provision of the training and
assessment negotiations
• monitoring the delivery of school student contact hours of training (eg profile hours, User Choice,
Fee for service)
• ensuring that the school(s) VET Coordinator has adequate notice of any issues or problems that
may affect the training and assessment programs and/or environment (eg TAFE non-contact week).
© Department of Education WA 2010
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Service Agreement
RTO responsibilities
The RTO accepts responsibility for:
• the delivery of agreed services in a competent, ethical and professional manner
• seeking to deliver quality and value to the student and school on schedule and on budget
• following the procedures in the monitoring and assessment process
• carrying out the duty of care requirements, as described in the Duty of Care: VET for School
students attending TAFEWA Colleges Policy (2008)
• managing discipline during training, including the right of removal of a student for breaching
discipline/safety standards, informing the school prior to release of the student from site and
provision of a written report supporting such action
• notifying partner schools in a timely manner of any concerns, issues or opportunities relating to the
services provided
• treating in confidence information obtained or provided in the course of negotiating or monitoring
the arrangements covered in the Agreement and maintaining this confidence unless given prior
written authority of the parties to this Agreement
• issuing Certificates/Statements of Attainment for AQF qualifications achieved in the programs
• providing details to the school(s) of excursion components, including any workplace learning and
costs of the training at least two weeks prior to enable the school to comply with the Department
of Education’s Excursions and Workplace Learning Policies
• implementing and reinforcing any dress codes that apply
• ensuring assessment results are provided in a timely manner to allow the school to meet the
Curriculum Council reporting deadlines as stated in the WACE Activitiy Schedule.
School responsibilities
The school accepts responsibility for:
• regarding the RTO in this Agreement as the provider of services for this Agreement
• acting in a competent, ethical and professional manner
• providing timely and detailed planning of programs to maximise the benefits from the quality
assured training and assessment system
• regularly sharing the outcomes of this planning with the RTO, and in so doing, better serve the
students and school
• acknowledging and considering professional advice given by the RTO
• following agreed procedures in the Agreement
• notifying the RTO in a timely manner of concerns, issues or opportunities relating to services
provided
• supporting the actions of the RTO regarding duty of care, including notifying the RTO of known
student absences, including pupil free days
• participating actively in the monitoring and quality assurance process.
© Department of Education WA 2010
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• treating in confidence information obtained or provided in the course of negotiating or monitoring
the arrangements covered in the Agreement without prior written authority and maintaining the
confidence unless by prior written authority of the parties to the Agreement
• providing students’ details, including health details to the RTO
• negotiating travel arrangements for students to attend the RTO
• upholding dress code requirements of the RTO
• ensuring results are reported in a timely manner to meet Curriculum Council reporting deadlines as
stated in the Council’s WACE Activity Schedule.
Insurance
Both parties to ensure they have appropriate public liability cover for activities planned for their
students.
Dispute mechanism
Disputes which cannot be resolved through discussion shall be set down in writing and submitted
to the other parties. Within seven days of receipt of such notice, the key personnel from all parties
including the EVE Coordinator, will meet to:
• review and resolve the matter if it is within delegated authority, or
• resolve that the matter requires further investigation and instigate that, or
• refer the matter to the relevant principal, EVE Coordinator and RTO program coordinator, with
recommendations for resolution
• complete such action within 30 days of the initial complaint.
Evaluation of Agreement
Reviews of the Agreement be set at least once per semester to ascertain its success in meeting the
needs of all concerned. Reviews to include a mechanism for refinement, re-construction or cessation
of the VET program resulting from this Agreement.
Schedules
Individual Schedules must be included prior to signing this Agreement. Details of suggested
Schedules are listed below, with Schedules 1 and 2 common to all Agreements. One or more of
Schedules 3 – 5 are to be included depending on the services being supplied/accessed.
© Department of Education WA 2010
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NTIS
code
Full
qualification
(Y/N?)
NTIS code
RTO
code
RTO code
Training package
Date
Units of competency
If yes over what period will the qualification be delivered? (eg 1 year/2 years)
Qualification name
Schedule 3: Details of profile delivery arrangements
Schedule 2: Key contacts (tabular form)
Results to Curriculum Council
Delivery completion
Delivery start
Activity
Schedule 1: Key reporting dates
Teacher’s
name
A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
© Department of Education WA 2010
NTIS
code
RTO
code
Units of competency
Teacher’s
name
A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
© Department of Education WA 2010
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First
name
M/F
Address
Phone
Date
of
birth
Student
year
group
CC
number
Parent/guardian
name and contact
details
© Department of Education WA 2010
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Schedule 5: Details of other delivery arrangements – insert delivery arrangements and student details
into above
Schedule 4: Details of auspiced delivery – insert delivery arrangements and student details into
above
Surname
The students participating in this delivery and who will be enrolled with (Name of RTO) in the above-mentioned Units of Competency are:
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A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
Please note:
If there are any financial transactions taking place in the Agreement, then a schedule is to be included
that details financial obligations over the timeline and tied to respective responsibilities.
In the event this Agreement involves public schools paying for services provided by a non-government
RTO, then the Standardised Service Agreement should be considered. This may be found at the State
Supply Commission’s website:
Part 1: General provisions
www.ssc.wa.gov.au/files/news/General Provisions - Indexation Version_2008.pdf
Part 2: Agreement and schedules
www.ssc.wa.gov.au/files/news/Service Agreement - Schedules_2008.doc
© Department of Education WA 2010
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Signatures page
Both signatories agree to the terms and conditions in this Agreement. Changes to the arrangements
specified in this Agreement must be in writing and jointly agreed by all signatories as a variation to
this Agreement. This Agreement when signed, will remain in force for the academic year.
Minister for Education through School
_________________________________________________________________
(full name school)
Principal
Name
Position
Signature
Date
Signature
Date
VET Coordinator
Name
Position
Registered Training Organisation
_________________________________________________________________
(full name RTO)
Managing Director
Name
Position
Signature
Date
Signature
Date
VET in Schools
Coordinator
Name
Position
© Department of Education WA 2010
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Appendix 2: VET in Schools Auspicing Partnership Agreement
VET IN SCHOOLS
AUSPICING PARTNERSHIP AGREEMENT
Between
__________________________________________(full name RTO)
and
The Minister for Education acting through the Principal of
__________________________________________ (full name school)
Period of Agreement
from
/
/
/
(day/month/year) to
/
/
/
(day/month/year)
__________________________________________Qualification name
__________________________________________National Identification number
This Agreement specifies the conditions and operating arrangements for the delivery of vocational
education and training (VET) programs by a School under the auspices of (full name RTO) as the
registered training organisation (RTO). Both parties agree to work in partnership to maintain quality
of delivery and assessment process, according to the Australian Quality Training Framework
(AQTF2010) which is monitored as part of the RTOs registration requirements. Reference can also
be made to A Guide to Establishing Partnerships between Schools and Registered Training Providers
on www.det.wa.edu/curriculumsupport/vetis
© Department of Education WA 2010
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Under this Agreement:
__________________________________________(full name RTO) will:
ANNUAL CONSULTATION
1 induct school teaching staff to AQTF2010 and Training Package requirements
2 provide information and sample resources such as delivery and assessment plans and
assessment tools to support teachers in effective auspicing arrangements with the RTO
3 ensure all quality assurance processes relating to training delivery and assessment are carried
out
4 in negotiation with the school develop the Learning and Assessment Strategy for the training
program
5 provide the school with copies of the Learning and Assessment Strategies, and associated
assessment plans, tools and templates
6 validate the school’s capacity to deliver in relation to physical resources, timelines, delivery and
assessment processes and qualifications of delivery staff
7 in consultation with the school, develop a schedule of monitoring and mentoring contacts and
other arrangements (at least three contacts per year)
8 determine any additional services that may be mutually agreed. These services will incur
additional fees as per Schedule One of this Agreement
9 agree on key dates with the school for submission of results.
QUALITY ASSURANCE
1 undertake at least three monitoring/mentoring contacts per year, in addition to the initial
consultation
2 evaluate and provide feedback on the schools delivery and assessment processes in accordance
with this Agreement, AQTF2010 and Training Package requirements
3 validate assessment undertaken by the school, examining samples of assessment materials and
processes used in delivery
4 provide opportunities for school trainers and assessors to participate in moderation, validation
and evaluation meetings
5 provide reports verifying the outcomes of validation processes.
© Department of Education WA 2010
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CERTIFICATION
1 provide enrolment forms for the Units/Modules specified in schedules for this Agreement
2 enrol students in the RTO’s designated enrolment system at the commencement of a
VET in Schools program
3 collect and maintain student records as required
4 ensure that (name) school, (name) RTO, WA Department of Education and Curriculum Council
reporting timelines are met
5 provide students results in time for the school to forward to the Curriculum Council in order to
meet the due dates. Refer to the WACE Activity Schedule
6 issue statements of Academic Record and/or qualifications to eligible students as per
AQTF2010 requirements.
GENERAL AND ADMINISTRATION
1 maintain all documents and Agreements in accordance with AQTF2010 requirements
2 invoice fees as specified in this Agreement
3 ensure that this Agreement is for qualifications which the RTO is registered to deliver under its
scope of registration as a Registered Training Organisation.
__________________________________________(full name school) will:
QUALITY ASSURANCE
1 adhere to all requirements and processes related to maintaining AQTF2010 standards and
ensure training package delivery and assessment requirements are met
2 provide the RTO with details of the school complaints handling processes
3 provide the RTO with details of the school’s commitment to access and equity principles
4 notify the RTO of any variations to the details of this Agreement, eg change of teaching
personnel, cancellation of classes
5 participate in quality assurance activities including (full name RTO) internal audits, Office of
Training Accreditation Council audits and the validation and moderation of assessment
6 agree key dates with the RTO for submission of results.
© Department of Education WA 2010
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DELIVERY AND ASSESSMENT
1 in consultation with (full name RTO) develop and provide appropriate equipment, learning
resources and facilities for the delivery of the agreed program
2 provide the RTO with details of the timetable for delivery, learning plans and learning resources
for the delivery of the agreed program in a timely manner
3 ensure that teachers/trainers are competent to deliver the units/modules selected in this
Agreement according to the Training Package requirements and that they comply with the
AQTF2010 requirements for delivery and assessment staff, including the possession of a
relevant training qualification. Where staff do not possess a relevant training qualification the
school will ensure that delivery and/or assessment is supervised by a suitably qualified person
4 ensure staff and students participate in relevant induction programs and activities as offered by
the RTO
5 utilise the Learning and Assessment Strategy and associated assessment tools and templates
provided by the RTO to conduct student training and assessment
6 provide each student with details of assessments including a copy of an assessment plan for
each unit or cluster of units being delivered
7 explain to students the role of their RTO in issuing qualifications and/or statements of
attainment
8 where students may be eligible for Recognition of Prior Learning, they are to liaise with (full
name RTO) to ensure appropriate processes are undertaken
9 provide student attendance and other variations on an as-required basis
10The school must first provide the RTO with student results in time for the RTO to then prepare
statements of attainment for the school. This must be done in time for the school to meet
Curriculum Council deadlines as per the Council’s key dates in the WACE Activity Schedule.
GENERAL AND ADMINISTRATIVE
1 provide assessment results to (full name RTO) for individual units/modules in the areas being
delivered, ensuring that these results are clearly independent from the Curriculum Council
subject assessment results
2 submit completed attendance rolls to (full name RTO) together with the assessment result sheets
3 organise and manage the on-the-job or workplace components of the agreed programs
4 participate in any evaluation activities related to this Agreement
5 provide student attendance variation and other information in a timely manner.
© Department of Education WA 2010
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1.0
Key reporting dates
Activity
Date
Delivery start
Delivery completion
Results to RTO
Results to the school
Results to Curriculum Council
2.0
Interpretation
In this Auspicing Agreement, unless the contrary intention appears:
“Agreement” means this Auspicing Agreement document.
“RTO” refers to (full name RTO)
3.0
Contact officers
Contact Officers nominated by each partner to ensure effective communications are:
________________________(RTO name)
________________________(school name)
Name:
Name:
Position:
Position:
Phone:
Phone:
Email:
Email:
4.0
Purpose of the training agreement
Under this Agreement Units of Competency will be delivered and assessed by teaching staff at
(School name). The RTO will provide quality assurance and assessment validation and moderation
services for the Units of Competency delivered by the school as per the schedule in Section 10.
5.0
Guiding principles
Both parties acknowledge that this Agreement will be guided by a commitment to quality education
and training delivery and assessment practices that lead to successful and beneficial outcomes for
students. Both parties will communicate constructively to continuously review and improve the
program and to address any issues promptly and in a mutually satisfactory way.
6.0
Relationship between the parties
The relationship will be one of cooperative mutual support. A high level of integrity and mutual regard
shall govern the relationship. The Agreement is binding only on the basis of this integrity and mutual
respect and does not represent a legally binding commitment.
© Department of Education WA 2010
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7.0
Goods and services tax (GST)
Consideration under this Agreement is GST exclusive. That is the price quoted in the Auspicing
Agreement will need to have GST added where applicable.
8.0
Dispute mechanism
Disputes which cannot be resolved through discussion shall be set down in writing and submitted
to the other parties. Within seven days of receipt of such notice, the key personnel from all parties
including the EVE Coordinator, will meet to:
• review and resolve the matter if it is within delegated authority, or
• resolve that the matter requires further investigation and instigate that, or
• refer the matter to the relevant principal, EVE Coordinator and RTO program coordinator, with
recommendations for resolution
• complete such action within 30 days of the initial complaint.
9.0
Attachments to the agreement
The following Learning and Assessment Strategy specific to the Agreement is to be read in
conjunction with the Agreement:
© Department of Education WA 2010
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NTIS
code
(Y/N?)
Full
qualification
RTO
code
RTO code
Training package
Units of competency
If yes over what period will the qualification be delivered? (eg 1 year/2 years)
Qualification name
Delivery arrangements
NTIS code
10. Teacher’s
name
A Guide to Establishing Partnership Arrangements between Schools and Registered Training Providers
© Department of Education WA 2010
App2:16
Student details
Surname
First
name
M/F
Address
Phone
Date
of
birth
Student
year
group
CC
number
Parent/guardian
name and contact
details
The students participating in this delivery and who will be enrolled with the RTO in the above-mentioned Units of Competency are:
11.
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© Department of Education WA 2010
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12.0 Schedule of Service Fees
A current Schedule of Service Fees can be found in the Vocational Education and Training (VET)
In Schools Program Funding Practices (for Public Schools). This document can be found at:
www.det.wa.edu.au/curriculumsupport/vetis and click on Policies and Planning.
The provision of additional services must be mutually agreed between the school and the RTO.
All such services will be charged at the rates described in the Schedule. It is therefore recommended
that the local RTO be contacted directly in case of local fee variations.
The Schedule of Service Fees negotiated by each party may make explicit that funds will be paid in
instalments based on service provision milestones agreed. For example:
Payment
Date to be paid
Amount
1st Instalment Auspice Fees
End Term 1
30% of total
Final Instalment
After Resulting complete
70% of total
NB. If school holds up the
resulting process, then full fees
are to be paid by 10 Dec.
© Department of Education WA 2010
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Signatures page
Both parties agree to the terms and conditions in this Agreement. Changes to the
arrangements specified in this Agreement must be in writing and jointly agreed by all
signatories as a variation to this Agreement. This Agreement when signed by the following
parties (or their representatives) will remain in force for the academic year.
Minister for Education through School
_________________________________________________________________
(full name school)
Principal
Name
Position
Signature
Date
Signature
Date
VET Coordinator
Name
Position
Registered Training Organisation
_________________________________________________________________
(full name RTO)
Managing Director
Name
Position
Signature
Date
Signature
Date
VET in Schools
Coordinator
Name
Position
© Department of Education WA 2010
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© Department of Education WA 2010
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194/Aug/10
Department of Education
151 Royal Street, East Perth WA 6004
T: (08) 9264 4783
W: det.wa.edu.au/curriculumsupport/vetis