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SOUTH WESTERN SYDNEY REGION Registered Training Organisation 90072 Vocational Education and Training Regional Handbook For Implementation 2012 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Department of Education and Communities VERSION DETAILS Published: Version 2011 Edited and published by South Western Sydney Region NSW Department of Education and Communities Printed copies of this document are not current. The Intranet site https://detwww.det.nsw.edu.au/regions/sthwest_sydney/teachlearn/vocationaledu/index.htm is the current version. Enquiries Regional Vocational Education Consultants Glenfield Office Ph: 9203 9900 Foreword South Western Sydney (SWS) Region is accredited to deliver and assess vocational education qualifications and must comply with Australian Skills Quality Authority (ASQA) standards. The Region is registered as a Registered Training Organisation (RTO). The Registered Training Organisation ensures quality systems are maintained through a continuous improvement approach. This handbook provides high school principals, vocational education and training (VET) coordinators and VET teachers with written policies and procedures that support the provision of quality training and assessment in South Western Sydney Region high schools. This handbook includes operational guidelines for school and RTO personnel, and supplements other departmental policy documents, regulations and memoranda. I request that all RTO personnel be informed of this document and implement the guidelines into their school’s VET delivery and operations. In keeping with the regional RTO’s focus on continuous improvement your feedback and suggestions for future directions would be most appreciated. Tom Urry Regional Director South Western Sydney Region Chair, South Western Sydney Vocational Education Management Committee (SWSVEMC) South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Table of Contents 1.0 RTO MANAGEMENT __________________________________________________ 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 REGISTERED TRAINING ORGANISATION DETAILS ______________________ 1 RTO CONTACT PERSONNEL _____________________________________ 1 VET MANAGEMENT OVERVIEW ___________________________________ 2 VET MANAGEMENT STRUCTURE __________________________________ 5 RTO PERSONNEL ROLE STATEMENT _______________________________ 6 AUSTRALIAN SKILLS QUALITY AUTHORITY __________________________ 12 INDUSTRY CURRICULUM FRAMEWORKS ____________________________ 13 SCHOOL DELIVERED STAGE 5 VET _______________________________ 13 QUALITY ASSURANCE ________________________________________ 134 INDUSTRY CURRICULUM FRAMEWORK INFORMATION PACKAGE (ICFIP) OR INDUSTRY CURRICULUM IMPLEMENTATION GUIDELINES (ICIG) ___________ 15 SCHOOL VET PROFILE ________________________________________ 16 REGIONAL INTERNAL AUDIT PROCESS _____________________________ 16 TAFE DELIVERED VET (TVET) __________________________________ 16 RTO FINANCE MANAGEMENT ___________________________________ 17 SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS (SBAT) _________ 17 PORTFOLIO INTRANET SITE _____________________________________ 18 PRIVATE PROVIDER AGREEMENTS ________________________________ 19 2.0 SCHOOL DELIVERY SITE MANAGEMENT________________________________ 20 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 SCHOOL VET MANAGEMENT ____________________________________ 20 COURSE ORGANISATION _______________________________________ 22 FINANCIAL MANAGEMENT ______________________________________ 22 HSC VET SUBJECT SELECTION__________________________________ 23 HSC VET ASSESSMENT _______________________________________ 23 ASSESSMENT VALIDATION ______________________________________ 25 ARCHIVING _________________________________________________ 27 MUTUAL RECOGNITION OF QUALIFICATIONS _________________________ 27 OCCUPATIONAL HEALTH AND SAFETY _____________________________ 28 PRIVACY ___________________________________________________ 28 3.0 RTO POLICY & PROCEDURES _________________________________________ 29 3.1 ACCESS & EQUITY ____________________________________________ 29 3.2 APPEALS PROCESS ___________________________________________ 31 3.3 AUTHORITY TO RUN ___________________________________________ 33 3.4 COMPLAINTS AND GRIEVANCES __________________________________ 36 3.5 EVALUATION AND CLIENT FEEDBACK ______________________________ 36 3.6 RECOGNITION OF PRIOR LEARNING (RPL) __________________________ 37 3.7 VERSION CONTROL ___________________________________________ 39 3.8 VET TEACHERS ______________________________________________ 40 3.9 WORK PLACEMENT ___________________________________________ 42 ACRONYMS _____________________________________________________ 43 WEBSITES ______________________________________________________ 44 FORMS / DOCUMENT LOCATIONS __________________________________ 46 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.0 RTO Management 1.1 Registered Training Organisation details RTO Code: 90072 RTO Name: NSW Department of Education & Communities – South Western Sydney Region RTO Address: SWS Region – Glenfield Office Roy Watts Road (PO Box 21) GLENFIELD NSW 2167 Scope of Registration – can be accessed by visiting the site www.training.gov.au 1.2 RTO Contact Personnel POSITION LOCATION CONTACT DETAILS TOM URRY SWS REGIONAL OFFICE GROUND FLOOR, BUILDING A REGIONAL DIRECTOR 500 CHAPEL ROAD BANKSTOWN 2200 PH: 9796 5446 / 9796 5410 FAX: 8713 6524 / 8713 6509 PETER PHELPS GLENFIELD OFFICE SCHOOL EDUCATION DIRECTOR (INGLEBURN) ALISON HUGHES ROY WATTS ROAD GLENFIELD 2167 PH: 9203 9900 FAX: 9203 9999 GLENFIELD OFFICE QUALITY TEACHING CONSULTANT - ROY WATTS ROAD GLENFIELD 2167 PH: 9203 9919 FAX: 9203 9999 VOCATIONAL EDUCATION REGIONAL VOCATIONAL EDUCATION CONSULTANTS GLENFIELD OFFICE ROY WATTS ROAD GLENFIELD 2167 LYN KENNY PH: 9203 9942 FAX: 9203 9913 GRAZIELLA CRAPIS PH: 9203 9944 WENDY BYRNE PH: 9203 9906 Section 1 – RTO Management 1 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.3 VET Management Overview 2 Vocational Education Portfolio Plan Vocational Education Portfolio Plan The Portfolio plan is located on the home page of the SWSR-VE intranet site. Increasing levels of attainment for all students. More students complete Year 12 or recognised vocational training. Broadly Specifically Learners Compliance Audit training for audit teams Authority to Run Client Satisfaction Surveys Continuous Improvement Consultancy support to schools prior to audits Internal and External Audit Local VE management MOU with private providers Quality Assurance- ICFIP/ICIG OH&S General Induction – Construction Post School Pathways RTO delegated executive officer/s RTO response to internal audit recommendations Scope of registration – amendments Information Management and Reporting Communication, protocols and templates Consultancy plan and reports Financial records/reports Electronic record keeping for RTO purposes Quality Management System (VEIS) Regional VET Handbook Reporting to Regional and State office School VET profiles Business Partnerships VET Projects Interagency partnerships Business Partnerships Brokers Marketing VET Regional VET awards, State Training Awards School Based Apprenticeships & Traineeships TAFE - TVET delivery Trade Schools Worldskills Trade Training Centres VET Curriculum Provision Board Endorsed VET Course applications Certificate IV Training And Assessment Training package updates Competency Records Implementation of BOS syllabus Industry Currency Industry Based Learning Stage 5 VET in schools Students with disabilities Teacher Professional Learning Teacher Training Validation of Assessment VET ASSESS Careers Education & Networks Careers Expos Enterprise Education Professional Learning School to Work including Online reporting and Student Survey Workplace Learning Policy and Support Work Education Work Readiness Vocational Learning across KLAs Transition Advisers Refugee Programs Vocational Learning Business Services Construction Entertainment Industry Hospitality Teacher Networks Information Technology Metal & Engineering Primary Industries Retail Services Professional learning and support for teachers delivering the ICF Including Assessment validation Industry currency Resourcing ICFIP/ ICIG RTO compliance Workplace learning policy BEC Courses – Sport Coaching and Furnishing Section 1 – RTO Management 2 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 South Western Sydney Region Schools EASTERN SOUTHERN School (CODE) WESTERN Phone No. FAX Airds HS (8493) Ambarvale HS (8570) Campbelltown PAHS (8180) Eagle Vale HS (8569) Leumeah HS (8532) Thomas Reddall HS (8589) Holsworthy HS (8564) Ingleburn HS ( 8262) James Meehan HS (8497) Macquarie Fields HS (8553) Robert Townson HS (8575) Sarah Redfern HS (8551) Ashcroft HS (8397) Casula HS (8476) Liverpool Boys HS (8186) Liverpool Girls HS (8176) Lurnea HS (8401) Miller HS (8394) Camden HS (8217) Elderslie HS (8521) Elizabeth Macarthur HS (8584) Mount Annan HS (8286) Picton HS (8215) Bankstown Girls HS (8254) Bankstown Senior College (8381) Bass HS (8223) Birrong Boys HS (8213) Birrong Girls HS (8854) Condell Park HS (8398) Beverly Hills Girls HS (8255) East Hills Boys HS (8206) East Hills Girls HS (8187) Moorebank HS (8501) Picnic Point HS (8377) Sir Joseph Banks HS (8250) Belmore Boys HS (8804) Concord HS (8535) Homebush Boys HS (8151) Strathfield Girls HS (8169) Strathfield South HS (8252) Wiley Park Girls HS (8888) Punchbowl Boys HS (8184) Bonnyrigg HS (8260) Cabramatta HS (8209) Canley Vale HS (8393) Chester Hill HS (8269) Fairfield HS (8550) Fairvale HS (8456) Westfields Sports HS (8384) Auburn Girls HS (8253) Granville Boys HS (8811) Granville South HS (8436) Holroyd HS (8424) Merrylands HS (8227) Sefton HS (8265) Bossley Park HS (8582) Cecil Hills HS (8273) Hoxton Park HS (8485) Hurlstone Ag. HS (8121) James Busby HS (8460) John Edmondson HS (8290) Prairiewood HS (8560) 4625 5811 4627 1800 4625 1403 4626 5088 4625 7755 4625 4404 9825 2888 9605 1509 9605 4385 9605 3111 9824 7777 9820 1566 9607 8011 9602 4320 9602 7979 9602 0083 9602 5704 9607 8669 4655 9191 4658 1110 4646 1899 4648 0111 4677 1242 9709 6788 9707 3288 9726 3644 9644 5200 9644 5057 9709 4522 9150 4280 9773 7806 9773 9160 9601 3999 9772 1700 9773 6054 9758 2800 9745 3777 9764 3611 9746 6990 9642 4649 9759 5849 9708 6122 9823 1186 9726 2424 9728 7071 9644 1099 9727 2111 9604 3118 9604 3333 9649 6949 9637 0489 9892 2654 9631 9410 9632 9401 9644 4800 9823 1033 9822 1435 9607 4222 9829 9222 9607 7766 9825 9815 9725 5444 4626 4374 4628 5289 4625 5986 4628 0408 4628 5015 4628 1453 9825 1082 9829 2812 9829 3976 9605 3044 9820 2921 9820 3050 9607 6562 9601 4175 9821 4068 9822 4351 9822 5094 9607 9460 4655 2438 4658 0219 4647 1569 4648 0042 4677 1559 9796 3971 9790 4678 9724 0523 9743 7009 9644 8157 9796 8027 9502 1280 9792 3849 9792 3853 9822 5096 9792 3960 9792 3863 9740 5834 9744 2683 9746 3614 9746 3517 9742 5942 9740 4251 9796 7921 9823 7662 9726 4282 9754 1274 9743 7174 9724 3496 9725 5246 9725 4898 9749 1035 9897 2421 9892 2764 9896 3074 9892 2704 9743 7161 9823 7835 9822 1436 9607 4836 9829 2026 9607 2277 9825 9857 9604 6127 St Johns Park HS (8531) 9610 8035 9823 7827 Section 1 – RTO Management SCHOOL GROUP Vocational Consultant Campbelltown Ingleburn Glenfield Office Ph: 9203 9900 FAX: 9203 9999 Liverpool Macarthur Glenfield Office Phone: 9203 9900 FAX: 9203 9999 Bankstown East Hills Glenfield Office Ph: 9203 9900 FAX: 9203 9999 Strathfield Fairfield Glenfield Office Ph: 9203 9900 FAX: 9203 9999 Granville Hoxton 3 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Bargo South Western Sydney Region— approximate boundary South Western Sydney Region Footprint Section 1 – RTO Management 4 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.4 VET Management Structure South Western Sydney Vocational Education Management Committee (SWSVEMC) Regional Director (1) School Education Director (1) SE02 Quality Teaching Consultant – VE (1) Regional Vocational Education Consultants (RVECs) (3) Department of Education & Communities (DEC) Equity/Disabilities Representative (1) Principal representatives TAFE representative Industry representatives Board of Studies Portfolio Team Members School Education Director Quality Teaching Consultant – VE Regional Vocational Education Consultants (RVEC) SBAT Coordinator (PT) Project Officers Local VE in Schools Committee/s (3) Eastern/Western/Southern VET Coordinator Networks (3) Disabilities Support personnel e.g. Support Teacher Transition (STT) and Disability Consultant (DC) Careers Advisers Networks (3) Transition Adviser Network (1) VET Course Teacher Networks (8) School Business Community Partnership Brokers Section 1 – RTO Management 5 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.5 RTO Personnel Role Statement Committee Members South Western Sydney Region Vocational Education Management Committee (SWSVEMC) Chairperson: Tom Urry Regional Director South Western Sydney Region Contact: 9796 5446 Email: tom.urry@det.nsw.edu.au Chief Executive Officer: Peter Phelps School Education Director, Ingleburn Contact: (02) 9203 9900 Email: peter.phelps@det.nsw.edu .au Section 1 – RTO Management Regional Director SED, Ingleburn Quality Teaching Consultant – Vocational Education Regional Vocational Education Consultants SWSI TAFE – Institute Consultant Principal Representatives Special Education Representative Industry Representatives Board of Studies Responsibilities VET Strategic directions Consultation and communication to key stakeholders Quality assurance and continuous improvement RTO management Implementation of DEC state policy Development of policy and procedures Allocation of VET funds and grants Allocation of teacher training places Meeting Frequency One meeting per school term 6 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Position School Education Director Peter Phelps School Education Director, Ingleburn Contact: (02) 9203 9900 Email: peter.phelps@det.nsw.edu.au Section 1 – RTO Management Responsibilities Provide strategic advice and support to the Regional Director and participate in the planning and management of the provision of the delivery of public education within the region. Provide educational leadership for schools and principals ensuring student performance standards are achieved. Supervise and report on the performance of schools, consistent with the elements of the development and accountability framework for NSW public schools. Work closely with schools and teaching and learning teams to address identified needs in schools. Ensure principals are accountable through the effective implementation of the PARS process. Ensure schools’ accountability for professional development and other targeted funds. Endorse school plans which will incorporate school improvement targets. Develop and maintain effective relationships with staff, parents, unions, community groups, business, special interest groups, other government agencies and education sectors. Promote public education within the broader community. Manage delegated regional programs and policy areas including whole of government projects and community solutions programs. Ensure effective delivery and management of delegated regional resources. Monitor education audit and financial audit outcomes for schools within the region. Facilitate innovative programs to ensure students’ effective transition through primary and secondary education. Support the development and implementation of all Government initiatives within the region. Provide high level advice and exercise sound judgement in the management and resolution of emergent and contentious issues. Contribute to continuous safety improvement by promoting OHS policies, implementing safety strategies in consultation with stakeholders, ensuring compliance with OHS legislation and managing risk in all areas of responsibility. Commitment to ethical practices, EEO and to the principles of Cultural Diversity. 7 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Position Senior Education Officer 2- Quality Teaching Consultant – Vocational Education Responsibilities Provide high level policy and operational advice to principals and senior regional officers as executive officer for the regional RTO. Lead and manage regional initiatives which strengthen and support quality vocational education. Manage the scope of the regional RTO including the preparation of applications to ASQA and ensuring school delivery of VET is consistent with that scope. Build partnerships with employer organisations, further education and training providers and Government agencies to source information about employment trends, skill shortages and opportunities for both students and teachers to gain industry experience. Coordinate a program for internal audits of schools delivering VET in the Region over an agreed cycle. Ensure that school delivery and assessment of VET qualifications comply with ASQA standards for National Vocational Regulated (NVR) RTO including the maintaining of records of teacher qualifications and school resources. Initiate quality professional development, which ensures VET teachers maintain industry currency in order to enhance the vocational pathways of students. Support principals and senior school executive with responsibility for VET by demonstrating the skills and knowledge required to ensure the delivery of VET courses is consistent with the Board of Studies HSC VET syllabuses and competency based assessment. Perform other related duties. Section 1 – RTO Management 8 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Position Regional Vocational Education Consultant (RVEC) (3 across the region) Responsibilities Promote and support the provision of effective vocational and enterprise learning, career and transition support, workplace learning and VET programs for school students. Coordinate the provision of vocational education programs both in and across schools in the region. Support local consultative mechanisms to evaluate and plan for the provision of vocational education programs in and across schools. Support the development and strengthening of local community and industry partnerships to support vocational education programs in schools, including work placements. Support RTO registration and compliance with ASQA to enable schools in the region to provide quality training and assessment services. Implement quality assurance mechanisms in relation to the delivery of VET courses to school students including coordinating internal audits and data validation of enrolment and assessment information held on the Board of Studies Schools Online and eBOS-VCS systems. Liaise and negotiate with TAFE NSW Institutes to deliver high quality HSC VET provision to government school students in the region. Support teachers and careers advisers through professional development, networks and access to teacher training programs. Monitor and report to State Office on the implementation of vocational education programs in the region. Knowledge and understanding of ethical practices, EEO and OHS policies, and the Ethnic Affairs Priorities Statement. Perform other related duties as required. Position School Based Apprenticeship and Traineeship Coordinator Responsibilities To promote School Based Apprenticeships and Traineeships (SBAT) within schools, as well as to industry and the broader community. Capacity to facilitate regional communication networks to ensure effective partnerships between school, TAFE, other RTOs and State Training Services. This includes the region’s SBAT Working Party. Support the establishment of SBAT by developing and monitoring the preparation of student training plans and ensuring that all paperwork to establish the arrangement is completed. Monitor progress of SBAT and provide a link between school, employer, state training authority and the VE in Schools Directorate. Enhance and maintain electronic records of SBAT participation. Advice and support to SBATs. Report on SBAT participation, progress and challenges of the role on a bitermly basis. Section 1 – RTO Management 9 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Committee Local Vocational Education in Schools Committees (3 across the region) Eastern Bankstown/ East Hills/ Strathfield groups of schools Western Fairfield/ Granville/ Hoxton group of schools. Southern Campbelltown/ Ingleburn/ Liverpool and Macarthur group of schools. VET Coordinators Network (3 across the region) Eastern Bankstown/ East Hills/ Strathfield groups of schools Western Fairfield/ Granville/ Hoxton groups of schools. Southern Campbelltown/ Ingleburn/ Liverpool and Macarthur groups of schools Industry Curriculum Framework Teacher Networks/Board Endorsed Course Network Business Services * Construction Entertainment Industry * Hospitality Information Technology Metal & Engineering Primary Industries * Retail Services Sport Coaching * Careers Advisers Network/s (3 across the region) Members Responsibilities May include: School Education Directors Regional Vocational Education Consultant. Principal and/or one other executive from each government school VET Coordinator from each government school TAFE personnel as required. A variety of community, business industry partners and other interested personnel as required. VET Coordinators from each of the local delivery sites (high schools) Industry Curriculum Framework teachers Regional Vocational Education Consultants Careers Advisers Regional Vocational Education Consultant/s Transition Adviser Support Teacher Transition Section 1 – RTO Management Meeting Frequency Provide a direct communication link between key stakeholders Forum for promoting the VET agenda Professional Learning for school Vocational Education leaders. One meeting per school term. Development of quality management systems and continuous improvement in schools Coordination of VET programs Dissemination of relevant VET documentation to VET teachers. One meeting per school term. Professional development support for teachers delivering ICFs Including Assessment Validation Industry currency Resourcing AQTF implementation RTO management One meeting per school term. Current professional matters relating to Careers Advisers Coordination of Careers Expo Management and advice on matters pertaining to Workplace Learning, School to Work Transitions, Career Pathways and options for students Access & visit industry as appropriate Minimum one meeting per school term. * One meeting per semester 10 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 School Community Business Partnership Brokers These incorporated bodies will provide services to create and improve partnerships between community, businesses and schools to extend learning beyond the classroom, increase student engagement, elevate attainment and improve educational outcomes. The NSW Government, through DEC, will contract these not for profit organisations to provide structured Workplace Learning opportunities to DEC schools in SWS Region. The provider for each service region is as follows. SWS Region has three Partnership Brokers. Lower Outer South Western Sydney Macarthur Workplace Learning Program Inc. Trading as: MWLP Phone: 4625 1863 Upper Outer South Western & Fairfield-Liverpool Fairfield Business Education Partnership Inc. Trading as: South West Connect Phone: 9822 9370 Bankstown and Inner Western Sydney Creating Brighter Career Connections Trading as: CBCC Phone: 9773 4933 Section 1 – RTO Management 11 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.6 Australian Skills Quality Authority (ASQA) ASQA is the national regulator for Australia’s vocational education and training sector and will regulate courses and training providers to ensure nationally approved quality standards are met. Functions registering training providers as ‘registered training organisations’ (RTOs) recommending RTOs as CRICOS providers—providers that can enrol international students accrediting vocational education and training (VET) courses ensuring RTOs comply with the conditions and standards for registration, including by carrying out compliance audits. One of the core conditions of registration is that relevant applicants and RTOs comply with the requirements set out in the new VET Quality Framework. VET Quality Framework The VET Quality Framework is aimed at achieving greater national consistency in the way providers are registered and monitored and in how Standards in the VET sector are enforced. Comprises: the Standards for National Vocational Regulated (NVR) Registered Training Organisations (RTO) the Fit and Proper Person Requirements (FPPR) the Financial Viability Risk Assessment Requirements the Data Provision Requirements the Australian Qualifications Framework (AQF) Essential Standards for continuing registration of a RTO SRN - Standards for National Vocational Regulated (NVR) Registered Training Organisations SNR 15 The NVR registered training organisation provides quality training and assessment across all of its operations SNR 16 The NVR registered training organisation adheres to principles of access and equity and maximises outcome for its clients SNR 17 Management systems are responsive to the needs of clients, staff and stakeholders, and in the environment in which the NVR registered training organisation operates SNR 18 The NVR registered training organisation has governance arrangements in place SNR 19 Interactions with the National VET Regulator SNR 20 Compliance with legislation SNR 21 Insurance SNR 22 Financial management SNR 23 Certification, issuing and recognition of qualifications and statements of attainment SNR 24 Accuracy and integrity of marketing SNR 25 Transition to Training Packages/expiry of VET accredited course Data Provision Requirements (DPR) The Data Provision Requirements outline the requirements for applicants and registered training organisations (RTOs) to capture and provide data to ASQA. The data required relates to registration and performance information, including quality indicators (Competency Completion rates, Learner and Employers Questionnaires) data and information derived from the Australian Vocational Education and Training Management of Information Statistical Standard (AVETMISS). For further information visit www.asqa.gov.au Section 1 – RTO Management 12 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.7 Industry Curriculum Frameworks The NSW Board of Studies has developed Industry Curriculum Frameworks (ICF) for delivery to students as part of a Higher School Certificate. Each course is based on a national industry training package, which leads to recognition under the Australian Qualifications Framework (AQF). The frameworks are based on national competency standards which have been determined by industry. They are designed to ensure national consistency in the standard of skill and knowledge required to gain a qualification at a particular AQF level. Students will receive credentials from the Board of Studies on behalf of the RTO (in the form of units towards the HSC) and a Statement of Attainment or a Certificate I, II or III. The requirements of each ICF are prescribed in the Board of Studies syllabus at website: www.boardofstudies.nsw.edu.au The Industry Curriculum Frameworks currently available are: Business Services Construction Entertainment Industry Hospitality Information Technology Metal & Engineering Primary Industries Retail Services Automotive (TAFE delivered only) Electrotechnology (TAFE delivered only) Tourism (TAFE delivered only) Human Services (TAFE delivered only) An Industry’s Curriculum Framework course: require mandatory workplace learning, as specified in each Board of Studies ICF syllabus. is a Category B, Board Developed Course endorsed by the Board of Studies for the purposes of meeting HSC requirements; is written and assessed using competency based terms; provides clear pathways to employment and further education and training through recognition arrangements with TAFE, other Registered Training Organisations and Industry; articulates with Apprenticeships and Traineeships where they exist; may contribute to the Australian Tertiary Admission Rank (ATAR) when students sit for the optional HSC exam. 1.8 School Delivered Stage 5 VET Program Outline Stage 5 VET has been endorsed for delivery by the Board of Studies. Currently, SWS Region RTO has scope of registration for Certificate 1 in Business Services, Certificate I in Information Technology, Certificate 1 in Manufacturing, Certificate 1 in Construction and Certificate 1 in AgriFoods Operations. Schools need to submit a mapping of each Stage 5 VET course to the Board of Studies. The mapping allows a transition from Stage 5 to Stage 6 in the same Industry course and clearly indicates the qualifications that students will attain by the end of Year 12. All Industry Curriculum Framework courses delivered to Stage 5 students will be Early Commencement of Stage 6. Students are concurrently enrolled in Stage 5 and 6. Students are required to complete the Board of Studies course All My Own Work and mandatory work placement. Section 1 – RTO Management 13 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Training for Teachers All Industry Curriculum Framework VET teachers are able to deliver to Stage 5 classes. Schools planning for a new stage 5 VET course should ensure sufficient teachers are trained. If additional teachers are required schools should submit applications for VET teacher retraining in the second round of applications in May of the previous year. The requirements for industry currency are the same as for Stage 6 VET. VEiS Funding Each year the region allocates VET support funds to each school based on VET enrolments from the previous year (data taken from eBOS). Stage 5 students will be counted together with Stage 6 to allocate funds. The school can use this funding for teacher relief for the VET Coordinator or equipment, resources, textbooks etc. An acquittal of these funds is due 30 October each year. Implementation Schools are required to submit an Authority to Run (ATR) to the region for all new VET courses including Stage 5 VET. The Region will complete Quality Assurance checks before an Authority to Deliver can be granted. Regional Vocational Education Consultants responsible for each school group will support the implementation and are available to assist in all VET related matters. For further information: https://detwww.det.nsw.edu.au/directorates/vet_schools/documents/vetstage5/VET_for_Stage5_Students_2010_Guidelines.pdf 1.9 Quality Assurance South Western Sydney Region RTO upholds a policy and commitment to continuous improvement. In order to demonstrate this, the RTO uses a range of strategies and systems. For example: Annual Internal Audit Process/Reporting; Assessment Validation Processes; Regional Portfolio Plan – Vocational Education in Schools; South Western Sydney Vocational Education Management Committee; Regional Vocational Education Consultants; Principals and VET Coordinators; Delivering VET teachers and Industry Curriculum Framework teacher networks; Completion of Industry Curriculum Framework Information Package (ICFIP) check list annually; Collection of School VET Profile annually and ICIG checklists; Tracking and follow up of improvement actions; Student feedback and evaluation; Workplace learning employer/student feedback; Student, Teacher and Parent Satisfaction surveys and early exit surveys; Post School Pathways Surveys; Direct links to DEC and VEiS systems and policy. The School Education Director, with responsibility for Vocational Education, Quality Teaching Consultant Vocational Education and Regional Vocational Education Consultants (RVECs), will monitor, evaluate and guide risk assessment processes and improvement actions. They will report to South Western Sydney Vocational Education Management Committee (SWSVEMC) on such matters for consideration and decision making. Section 1 – RTO Management 14 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.10 Industry Curriculum Framework Information Package (ICFIP) or Industry Curriculum Implementation Guidelines (ICIG) The ICFIP/ICIG quality assurance process ensures teacher qualifications and resources align with units of competency being taught. In Term 1 each year, Principals are required to complete the Principal’s confirmation of Quality Assurance and checklists for each course delivered by the school. Resource checklists are to be read in conjunction with the resource/equipment requirements found in the general section of the ICFIP/ICIG for each course. Also attach Hospitality Industry Currency Record signed by the principal for each Hospitality teacher stating 30 hours of compulsory industry currency in the previous two years. Signed Quality Management System (QMS) – Authority to Run (ATR) report for current calendar year, available through QMS school login. Completed ICFIPs/ICIG and other documents are to be sent to the School Education Director (group), at the end of Term 1 annually, as part of HSC requirements monitoring process. RVEC’s will collect documents from Directors. Online reference for these documents can be found at: https://detwww.det.nsw.edu.au/directorates/vet_schools/vet-in-Schools/frameworks.html Section 1 – RTO Management 15 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.11 School VET Profile Each high school in South Western Sydney region will complete the School VET Profile by 1 March each year. This can be found on the South Western Sydney Region Vocational Education Website https://detwww.det.nsw.edu.au/regions/sthwest_sydney/teachlearn/vocationaledu/index.htm. The purpose of the Profile is to collect up-to-date data regarding School VET management personnel and teachers as well as student participation in school and TAFE delivered VET and other vocational learning programs. This data assists in projecting AQF outcomes and preparing the VET Statistical Overview released in Semester 2 each year. The Profile is used as a primary source of information to check the location and transfer of trained VET teachers. 1.12 Regional Internal Audit Process Internal Audits have a dual purpose: to assess and verify each secondary school’s compliance with ASQA. to identify areas for continuous improvement for each school and the RTO. Process All Standards are to be audited. Rather than dealing with each in chronological order, the evidence will be aggregated by schools into common focus areas. This assists schools to overcome the repetition of evidence required across Standards. Focus 1. 2. 3. Areas are: School Management of VET Learning and Assessment Workplace Learning Internal Audits will occur at all secondary schools across South Western Sydney Region on a 3 year cycle. The “Vocational Education Internal Audit 2011-2013 – Information Package for Secondary Schools” is provided on the South Western Sydney Region Vocational Education website. 1.13 TAFE delivered VET (TVET) Students enrolled in Government high schools across the region can access Vocational Education and Training through the option of TAFE delivered VET. These include Industry Curriculum Frameworks and other Board Endorsed Courses. Contact: SWSI TAFE for further information. Visit: www.swsi.tafensw.edu.au for the range of courses available across the colleges of the SWSI TAFE. South Western Sydney Institute TAFE/Schools Unit Phone: 9825 7484 Section 1 – RTO Management 9825 7252 16 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.14 RTO Finance Management Regional VET budgets are provided by DEC through the Vocational Education in Schools Directorate (VEiSD) on a financial year. Funding is received for RTO compliance and VET support, School to Work - Creating Future Pathways, Teacher Networks, VET Teacher Training, School Based Apprenticeships and Traineeships and Worldskills. Determination of expenditure occurs through South Western Sydney Vocational Education Management Committee (SWSVEMC) and approval processes required by DEC and Regional Finance Management. When these funds are dispersed to schools, DEC financial accountability and acquittal is required by the Region. Schools are responsible for allocation of teacher relief through Professional Learning Funds in schools. 1.15 School Based Apprenticeships and Traineeships (SBAT) A School Based Apprentice or Trainee is a student studying the Higher School Certificate (HSC) who also undertakes an apprenticeship or traineeship. The formal training component provides HSC unit credit. A School Based Apprentice or Trainee works for an employer and attends formal training at a TAFE college, Trade School, Trade Training Centre local High School or other Registered Training Organisation. School Based Traineeship (SBT) may be completed in a minimum of 15 months and must be completed before the end of the HSC; are required to complete minimum 100 days of work; students are accredited with Certificate II in their industry area. School Based Apprenticeships (SBA) may be completed in a minimum of 5 years (2 years as part of the HSC is first year of apprenticeship and 3 years post HSC); are required to complete various number of days in the workplace depending on the industry (minimum of 100 days); will be accredited with Certificate III (Trade Certificate) in the relevant industry area at the completion of the 5 years. More details regarding the Guidelines for School Based Apprenticeships and Traineeships can be located at: http://www.sbatinnsw.info/documents/SBATGuidelines2009.pdf Although they vary from one industry to another, all apprenticeships and traineeships require the following: paid employment; a training agreement or indenture that is signed by both the employer and apprentice/trainee and is registered with the NSW Department of Education and Communities; a formal training program, delivered by a Registered Training Organisation, that meets the requirements of a declared traineeship in NSW and leads to a nationally recognised qualification and; training plans to be submitted and signed by school principals and regional personnel the time students spend at work for a School Based Apprenticeship and Traineeship may vary from one industry area to another and from one week to another. The actual pattern of time spent at work will be negotiated between the employer, the student and the school. this work may need to be after school, on weekends, during school vacations or after the completion of HSC examinations as well as during school time to complete the work Section 1 – RTO Management 17 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 requirement of the traineeship. Completion must be no later than 31 December of the HSC year. the Industrial Award under which the trainee is indentured will determine the training wage. The Department of Education and Communities, has identified Certificate II and III level apprenticeships and traineeships available for school based delivery. A list of these can be accessed at www.sbatinnsw.info/index.html The Region employs a School Based Apprenticeship and Traineeship Coordinator who supports schools with training plan preparation and sign off, monitors apprentice and trainee progress and general advice. 1.16 Portfolio Intranet Site All information relevant to the operation of the South Western Sydney Region RTO 90072 is available electronically from the Region’s intranet site and is located at https://detwww.det.nsw.edu.au/regions/sthwest_sydney/teachlearn/vocationaledu/index.htm Version control of RTO documents is maintained on this site and web versions should be consulted. Hard copy documents do not constitute current version. Section 1 – RTO Management 18 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 1.17 Private Provider Agreements USE OF PRIVATE PROVIDERS FOR DELIVERY OF VET COURSES Principals are responsible for monitoring the efficient delivery and high quality student outcomes of Vocational Education and Training (VET) courses. Students completing HSC VET courses should access these courses either through a school, as part of the South Western Sydney Region Registered Training Organisation (RTO) or through TAFE NSW. In some instances students may benefit from the delivery of a particular HSC course that cannot be delivered by a school or TAFE NSW. In this circumstance approval must be sought from the Region before a private or community RTO is approached. The Department’s procedures outlined in Private or Community Registered Training Organisations providing HSC VET courses – Guidelines and Procedures 2012 (ISBN 0731079892) sets out requirements which must be adhered to by schools. The document can be downloaded at https://detwww.det.nsw.edu.au/directorates/vet_schools/registered-TrainingOrganisations/private.html Schools have the responsibility of developing an application for a Board of Studies VET Endorsed course which must be submitted and approved prior to arrangements with a private provider being endorsed. A guidelines document can be downloaded from http://www.boardofstudies.nsw.edu.au/manuals/index.html#vetboardendorsedcourses Contact should be made with the relevant Regional Vocational Education Consultant for any enquiries on this matter. Applications should be made to Peter Phelps, School Education Director, Ingleburn. Section 1 – RTO Management 19 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 2.0 School Delivery Site Management 2.1 School VET Management VET delivery in DEC secondary schools, operates within the Guidelines established by South Western Sydney Region (RTO 90072), which is the Registered Training Organisation (RTO) for schools in the region. Only RTO’s can issue qualifications and statements of attainment that are recognised nationally. The Board of Studies (BOS) does this on behalf of DEC NSW. Every 5 years the RTO is externally assessed by Australian Skills Quality Assurance (ASQA) to determine whether it is operating in accordance with national principles, standards and protocols and within the scope of its registration. This compliance assessment may involve all schools delivering VET courses. South Western Sydney Region is comprised of 64 high schools which are delivery sites of the RTO. Across the region, schools are line managed by School Education Directors. There are 10 groups of schools organised geographically based on high schools and their primary feeder schools. Each School Education Director is responsible for one group of schools and in addition, manages a regional portfolio. Vocational Education is one of the regional portfolios. The SEO2 Quality Teaching Consultant – Vocational Education and Regional Vocational Education Consultants support schools. A school VET management team will usually comprise of the VET Coordinator/s and all VET trained teachers. Senior management of VET in each school is led and guided by the principal and/or a deputy principal. The principal and school VET Coordinator are responsible for RTO management within the school site and are connected to the RTO through local Vocational Education in Schools Committee meetings and VET Coordinator Network meetings. South Western Sydney Region Vocational Education Management Committee (SWSVEMC) recommends each school conducts VET management meetings at least once a term involving all VET staff. Records of the meeting agenda and minutes must be kept on file. Each delivery site must conduct annual internal assessment validation as detailed in the Assessment Validation Guidelines. 2.1.1 Role of the School VET Management Team promote VET to all key stakeholders including parents, the community and industry further increase the opportunities for Vocational Education to the full range of students liaise with other organisations (nearby schools, TAFE, private providers) to enhance the implementation of VET in the school develop close links with regional DEC offices and the Regional Vocational Education Consultant map and coordinate VET provision in the local area ensure quality work placements are occurring for students participating in VET. This includes a working relationship with the school’s relevant Local Workplace Service Provider identify and prioritise VET teacher training needs for the school scan future training and delivery needs and inform the RVEC and SWSVEMC submit to the RVEC, an Authority to Run (ATR) for new courses or courses that have not been delivered at the school for the past two years support teachers in the implementation of VET courses develop school VET plan to reflect school needs and aligning this with the regional strategic plan and regional Vocational Education Portfolio Plan. The school should include Vocational Education perspectives in the School Management Plan. identify appropriate VET course provision for students with special needs implement quality processes as guided by the SWSVEMC encourage all VET teachers to undertake upgrading of qualifications support the VET Coordinator in the school monitor and evaluate VET provision in the school. develop an inventory of resources for delivery of VET implement school workplace learning procedures in accordance with DEC policy consult with the principal about the provision of VET in the school Section 2 School Delivery Site Management 20 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 2.1.2 Role of the school VET Coordinator 1. Coordinate VET programs coordinate school delivery site obligations and responsibilities for RTO compliance prepare and organise school VET team for regional internal RTO audits and external ASQA audits of the school site coordinate responses to regional office e.g. School Profile, ICFIP/ICIG liaise with Regional Vocational Education Consultant/s advise and anticipate teacher training needs submit Authority to Run applications to RVEC for new courses facilitate the collection of client feedback and evaluation on behalf of the RTO coordination of TVET where determined by schools 2. Promote VET within the school liaise with RVEC liaise with Careers Advisers/Curriculum Coordinators/Head Teachers/Support Teachers/Learning Support Team liaise with Timetable committee regarding delivery and workplace learning needs lead the school VET committee 3. Liaise with VET teachers disseminate information support and advise VET teachers encourage and facilitate professional development of VET teachers to support industry currency facilitate and encourage assessment validation activities at school level coordinate school VET meetings/agenda, at least once a term record Teacher Qualifications and maintain copy of qualifications held for each teacher keep relevant VET records, ICFIP/ICIG and updates, WPL documentation, course profiles – competencies, student details Monitor eBOS entries, monitor and maintain school system for central recording of competencies – delivered and achieved, including electronic backups advise and assist with school VET Assessment Policy ensure all VET teachers have and maintain electronic competency records for all cohorts 4. Work placement ensure VET work placements are aligned to the DEC Workplace Learning Policy (PD20050016) oversee and implement VET student Work Readiness Program in consultation with the Careers Adviser and key personnel set up processes for matching of students, monitoring and timetabling work placement liaise with Local Workplace Service Providers, provide feedback and evaluation regarding issues occurring at host employer site oversee record keeping and central archiving of student workplace learning documents, specifically Student Placement Records (SPR), student workplace diaries and employer’s reports 5. Funding liaise with SASS / Head Teachers oversee allocation and maintain appropriate expenditure provide acquittal of Regional VET funds complete applications / submissions as required 6. Local Vocational Education in Schools Committee (VEiSC) be an active member of the local VEiSC liaise with local VEISC members 7. Support VET students facilitate subject selection manage work placement issues provide information to parents support special needs liaise with relevant Head Teacher and/or senior executive assist with VET appeals, RPL and refunds. Section 2 School Delivery Site Management 21 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 2.2 Course Organisation It is the responsibility of the school to deliver Vocational Education courses in accordance with the BOS syllabus and DEC ICFIP/ICIG requirements. Each school site is responsible for the provision and accessibility of resources to support course delivery. Schools should only deliver courses for which they have an Authority to Run approved by the RTO and for which they have appropriately qualified staff. Each accredited teacher is responsible for complying with the Board of Studies curriculum for Industry Curriculum Frameworks or Board Endorsed Courses. Teachers are also responsible for delivering training and assessment strategies that meets the needs of their students and this is supported with written scope and sequence which integrates units of competency delivered. Teaching programs should detail assessment events. The Region has developed Learning and Assessment Strategy (LAS) or a Training and Assessment Strategy (TAS) for each framework as Training Packages are revised. Mandated assessment tools can be found on the South Western Sydney Region Vocational Education website. Teaching takes place within the context of the school timetable with variations to allow full assessment of the course arranged including: regular timetabled classes off line classes off site classes on the job training and assessment 2.3 Financial Management School Financial Management operate within the policy guidelines of DEC NSW The financial resources for Vocational Education are sourced from the whole school budget or from tied regional VET grants as available. Grants to schools from regional VET funding will be used in accordance with the guidelines provided. These grants should be managed to ensure accountability and will require acquittal to the region on a yearly basis. Generally fees and refunds are dealt with as a matter of general school policy. Fees paid for VET courses are advertised by schools in advance as part of subject selection process. Fees To supplement the contribution made by the school to cover course costs, fees are levied depending on the nature of each course. The fees charged are for the recovery of consumables only. Prior to the commencement of the course, students are informed about costs associated with courses. This would include any hire or purchase of equipment necessary for completion of the course, e.g. Hospitality requires the purchase or hiring of a chef’s uniform and kit and Personal Protective Equipment (PPE). Students (or parents) are invoiced for these fees each year. Fees are payable at the administration office and receipts are distributed. Students experiencing financial difficulties may apply to the principal for support. As a significant number of schools in SWSR have students from disadvantaged backgrounds, fee recovery is often waived. Refunds All schools are to have a refund policy which is fair. Students are informed of the refund policy prior to commencement of the course. Students may apply for a refund if they withdraw from a course. This will be assessed and will depend upon the advice of the Head Teacher relating to: the reasons for withdrawal from course. costs incurred in setting up the course. amount of course completed. Financial Records The school maintains financial records. Section 2 School Delivery Site Management 22 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 2.4 HSC VET Subject Selection SWS Region RTO provides the ‘Jump Ahead’ VET promotion brochure, DVD, posters and HSC course descriptors to each school. It is mandatory to use these course descriptor documents when promoting VET courses in the subject selection process. The descriptors incorporate information provided by the Board of Studies (BOS) and the Vocational Education in Schools Directorate. Schools should only make additions to the fees and course cost section. Schools carry out an extensive program of student and parent information dissemination through literature and forums. All students are given the opportunity to seek further information about courses. Schools develop their curriculum pattern in one of two ways; a) open subject selection process, then establish lines based on student demand. b) schools establish subject lines (this can occur when availability of teaching staff is limited). Upon commencement of a VET course, students will be issued the SWS region RTO’s ‘Student Information Booklet’ which can be found on the internet. Student counselling is available via the VET Class Teacher, Head Teacher, Year Adviser, Curriculum Coordinator, Careers Adviser, Head TeacherWelfare and Principal. At all times the school will try to meet the student’s needs. If a course appears to be unsuitable, the school will engage the above support personnel to provide advice to students regarding access to alternative courses or providers. If a VET course is unavailable at a school, investigation of alternatives is recommended. New VET courses should only be offered by schools after consultation with the Regional Vocational Education Consultant and completion of ‘Authority to Run’ process outlined in section 3 of this Handbook. 2.5 HSC VET Assessment Assessment for the Higher School Certificate VET courses within Industry Curriculum Frameworks has two distinct purposes: Assessment for Australian Qualification Framework (AQF) VET qualifications – competency based assessment Assessment for the Higher School Certificate which may include the optional HSC examination for Australian Tertiary Admission Rank (ATAR) purposes AQF Certification Assessment for AQF Certification is competency based. Competence is the integration of a wide range of skills, knowledge and attitudes, which should be assessed through a holistic or integrated approach. Students are given the opportunity to develop skills over time and have multiple opportunities to demonstrate competence to qualified assessors. Assessors should give consideration to set up costs when conducting alternative attempts to achieve competency. Schools are expected to provide reasonable opportunity for students. A variety of assessment methods will be employed by VET staff to assess the competence of students. All assessments are to be conducted within the requirements of the VET course syllabus and have a direct link to performance criteria. Some evidence of competence will be gathered on an ongoing basis. Other evidence will be collected through specific assessment activity and events such as written assignments, written tests and practical work, role-plays and workplace logs etc. The scope and sequence of each VET course provides the direction for the order of delivery of units of competency and suggested clustering. Assessment activities should be developed which are holistic and assess “clusters” of units of competency. Mandated assessment tools are available on the South Western Sydney Region Vocational Education website. Consideration has been given to pre-requisite and co-requisite when clustering units of competency. Section 2 School Delivery Site Management 23 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 The Region has provided schools with course assessment schedules which outline the clustering of Units of Competency and the assessment methods for each cluster. Assessment conducted for a cluster of units of competency should cover a range of assessment methods and ensure evidence addresses all elements of competency from the cluster, usually 1 – 2 assessment activities will occur to cover a cluster of units of competency. The region provides a learning and assessment strategy or a training and assessment strategy for each course which is to be the assessors guide to their Assessment Plan. RTO developed and validated assessment tasks/tools are provided to standardise and benchmark assessment practice. From 2008, a prescribed scope and sequence, Learning and Assessment Strategy and mandatory assessment tasks/tools has been developed and provided for each VET course as it is renewed by the Board of Studies. A staged approach will be taken to regional implementation commencing with Retail Services in 2008, then Business Services and Hospitality in 2009 and Entertainment Industry, Information Technology and Construction in 2010, Primary Industries and Sport Coaching - 2012. Each training package update will guide the region, introducing reviewed mandated assessment requirements. School VET Assessment Schedules Assessment for VET courses is competency based and a holistic integration of competencies is recommended. Schools should provide to students a copy of the VET Assessment Schedules which include a detailed list of assessments. These schedules should be included in the school Senior Assessment Information Book. The general school policy should detail the penalties if assessment activities are not submitted/completed within timeframes set and how students can make up for tasks missed. Students should always be given a chance to resubmit work but reasonable limitations can be set. Students should be made aware of N awards, when they will be given, and the consequences of such notifications. Mandatory work placement requirements should be included. BOS requires students not completing work placement by the end of the preliminary course be ‘N’ awarded. For VET courses, the schedule should reflect the holistic competencies based nature of assessment. VET Assessment Schedules do not require % weighting of each assessment activity but should show direct link to Units of Competency. Competency Records Teachers are required to keep a record of the units/elements of competency achieved by students. The class teacher is responsible for recording and maintaining student assessment records. South Western Sydney Region RTO has provided an electronic record keeping systems to schools. These include spread sheets and computer software system to support teachers. These records underpin the competency achievements recorded in eBOS. A secure back-up procedure must be implemented. It is strongly recommended that student assessment records are maintained in hard copy and electronically via computer disk/systems. Both copies should not be stored together. A current backup should always be held offsite. Students should have access to their competency records when requested. A process needs to be in place to ensure the competencies achieved are updated regularly and a final copy kept in a central location. Competency record information for each student must be entered into eBOS-VCS, through Schools Online so that a certificate or a statement of attainment can be issued by the Board of Studies on behalf of the RTO. It is recommended that schools progressively enter competency achievement on eBOS on a term basis. Schools are responsible for quality assuring the qualification level entered for all VET students. The region provides a summary of the qualifications to be entered into eBOS. It is recommended that students are involved in checking the competency achievement entered into eBOS. Students have access to their competency achievement at school and from 2008 year 12 students will be able to access their records from BOS. Section 2 School Delivery Site Management 24 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Board of Studies Requirements Students undertaking a VET course must meet the requirements of the Board of Studies for the award of the Higher School Certificate along with the requirements of the AQF for the award of a Certificate of Attainment or Statement of Attainment. The Board of Studies has mandated work placement as a requirement of the HSC. Students must achieve the hours of work placement required for the course undertaken. The rules and processes related to an “N” award for a Board Developed Course are applicable to students undertaking a VET course. Refer to Board Bulletin Vol 14 No 3 (BOS26/05) and as outlined in the Assessment, Credentialing and Examination Manual (11.4.1). Current and up to date information can be located at www.boardofstudies.nsw.edu.au Teachers should maintain appropriate documentation and notify parents in writing when students are not meeting course requirements. Notification to parents should be timely and provide the opportunity for the issues of concern to be redressed as appropriate. The Higher School Certificate Examination The HSC Examination is independent of competency based assessment requirements for AQF qualifications. It is optional for students of a 240-hour VET course and is intended for ATAR purposes only. All VET students should be entered for the HSC exam. It is recommended by the BOS that all VET students complete ‘two prior exams’ to enable the school to estimate performance in the HSC exam in the case of misadventure. The trial HSC examination should be one of these prior exams. (Refer to Official Notice BOS 14/1, Board Bulletin, Volume No.1) Students at SWSR schools will indicate their intention not to sit for the VET HSC examination in a written form. Students wishing to withdraw from the HSC exam must do so prior to the examination by completing “Student Request to Withdraw from Optional HSC form” located on the Intranet. Reporting Student Progress Reporting student progress to parents is the school’s responsibility. This should occur formally, at least twice as part of the school report cycle. VET report formats should identify competencies delivered and achieved as well as work placement hours completed. Students are given feedback concerning their progress through access to competency records and through verbal and written feedback from the teacher in relation to learning activities and assessment tasks or events. 2.6 Assessment Validation Assessment validation refers to a process where assessors compare and evaluate the use and effectiveness of their assessment methods, procedures and decisions. Assessment validation can be undertaken by assessors from: within one RTO either at one school or across schools; a number of RTOs; and across a particular industry area. All RTOs across Australia engaged in VET delivery are required to validate their assessment process. The RTO validates its assessment strategies by: reviewing, comparing and evaluating the assessment process, evaluating tools and evidence contributing to judgements made by a range of assessors against the standards, at least annually; and documenting any action taken to improve the quality and consistency of assessment. Section 2 School Delivery Site Management 25 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 All assessment systems for RTO are required to demonstrate compliance with the four technical principles of assessment: validity reliability flexibility fairness These technical principles of assessment must be assessed in the conduct of an assessment, in the development of assessment tools and in the design, establishment and management of the assessment system. The technical assessment principles are elaborated in the application of the competencies contained in Certificate IV in Training and Assessment (TAA) or previously known as Certificate IV Assessment and Workplace Training. All delivering VET teachers must be accredited with this credential as per the requirements of the Australian Skills Quality Authority (ASQA). It is the intention of the SWS region as an RTO, to ensure that assessment of competencies is consistent across all delivery sites. Assessment Validation Activities can occur in 3 ways 1. within school site using peer assessors 2. within the region using assessors from a different school 3. across the region using assessors from a different ICF/Region/RTO or industry representation. Validation opportunities include: Network meetings Professional Learning Workshop days Worldskills HSC Exam Writing / marking Certificate IV TAA or TAE Examples of Validation Activities include: pre-assessment and post-assessment Validation (at faculty or VET Teacher network meeting) collaboration with colleagues in developing tasks/tools use of commercially developed or network developed assessment materials e.g. VET Assess mentor meetings joint marking of assessment tasks Teachers must take all necessary steps to ensure that their assessment techniques meet Industry Standards. Teachers must remain current with Industry Standards and Practices. Teachers should be aware of both the AQF Standards and Board of Studies requirements. Teachers should ensure that assessment occurs in a variety of situations. This may include third party evidence collected from work placement supervisors to support teacher judgements. Where a school or a neighbouring school, has another qualified VET teacher in the same VET course, joint assessment events could be organised to allow teachers to moderate their decisions. Teachers should be active members of Network groups where assessment methods and activities are discussed. South Western Sydney requires assessors to produce evidence of assessment validation annually and this is monitored through internal audit. Evidence is to include validation within the school team and across schools. The required RTO Assessment Validation Proformas and Checklists as well as the Assessment Evidence Kit are provided on the SWS VET webpage. The Assessment Evidence Kit provides proformas to assist the development of assessment tools. Section 2 School Delivery Site Management 26 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 2.7 Archiving Student workplace learning records are to be archived for a period of 7 years. The following documents must be archived by the school in the student’s central record: Student Placement Record for each work placement/work experience undertaken by the student. All signatories must be evidenced. Documents completed when a student suffers an accident or injury during the placement. Construction post notification, Evidence of Identity Forms, statement supporting student identification, Assessment Tool, sample of student work and evaluations archived in the envelope supplied by Region in the appropriate staff room for 3 years in the event of a WorkCover Audit. The following documents MAY be archived A hardcopy of the completed competency records (e.g. spread sheet) for each VET cohort group. Individual student reports generated from eBOS of competencies entered and achieved. The Board of Studies issues the qualifications on behalf of the delivery site (school) and archives these credentials for 30 years. Teacher record of all phone calls and visits relating to arranging, supervising and following up workplace learning undertaken by students. Workplace learning diary and employer appraisal documents Every school must develop and document an ‘Archive Policy’ indicating roles and responsibilities within the school for the delivering VET teacher, VET coordinator, faculty Head Teacher and school administrative staff and the principal. Timelines for the process must also be evidenced. 2.8 Mutual Recognition of Qualifications Prior to commencement of the course, schools should provide to students, information regarding mutual recognition of qualifications and recognition of prior learning. This may be from another school or another RTO. Examples at school level: student transferring from another school within the region, another DEC region or a non Government school. student re enrolling in school after a period of absence who has undertaken TAFE studies. student repeating a year of senior study within the same school or from any of the above situations. Schools should ensure that the student presents evidence of competency achievement or TAFE transcript for the VET recognition sought. The RTOs procedures for RPL must be followed by completing ‘Application for Recognition of Prior Learning (RPL) - Recognition of Current Competencies (RCC)’ found on the SWS website. The school should keep a copy of this application for student records. The school is to verify the evidence presented with the relevant sector and assessors and authorise the outcome decision. The Regional Vocational Education Consultant will be contacted when an appeal is lodged. Section 2 School Delivery Site Management 27 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 2.9 Occupational Health and Safety All delivery sites to display appropriate, relevant, industry specific signage to support the promotion of OHS procedures within the learning spaces where Industry Curriculum Frameworks are delivered. All OHS as required by the syllabus and DEC policy will be maintained in learning spaces. Students participating in Information Technology courses or related courses which require sustained use of computer workstation will be reminded and explicitly carry out ergonomic exercises when the time seated is longer than 50 minutes. VET learning spaces should implement procedures that comply with NSW OHS Act (2000), DEC OHS Policy (PD/2004/0007/V02) and associated documents. School OHS committees should include regular monitoring of VET learning spaces in review of their school site. OHS General Induction for Construction in NSW All students intending to go on a construction worksite for work placement or work experience must: 1. be trained and deemed competent in the Unit of Competency, CPCCOHS1001A, Work Safely in the Construction Industry. 2. apply to WorkCover for a WorkCover NSW Construction Induction Card. This Unit of Competency is delivered as part of the HSC Construction Industry Curriculum Framework course. SWSR is registered with WorkCover to deliver this training (WorkCover RTO Approval No C09792). Students in Years 9 and 10 may undertake the training by arrangements within the school or with an external RTO e.g. TAFE. The credential, The WorkCover in NSW Construction Induction Card, is issued by WorkCover NSW and is recognised nationally. The administration of this process is quality assured by a Regional Vocational Education Consultant. Schools are required to notify the relevant RVEC of the intention to conduct training by submitting a Pre-Notification Form, 21 days before training is due to commence. The RVEC will then forward to the trainer: 1. a letter of approval to commence training, 2. a package with instructions and forms for the trainer. 2.10 Privacy The SWS Region RTO operates in accordance with the Privacy and Personal Information Protection Act 1998. Delivering teachers, VET coordinators and principals at delivery sites must act in accordance with the act. The confidentiality and privacy of the students within the schools of care must be protected. Documentation issued for workplace learning and other evidence maintained within the school must remain confidential and records kept through secure storage procedures. Permission must be sought from the student and the student’s parent/carer prior to the release of the information to a third party. This includes the use of photographs of students. Privacy notices must remain part of every Student Placement Record (SPR) completed for each workplace learning experience. This is a requirement of the Privacy and Personal Information Protection Act 1998. A copy of the student placement record (SPR) can be found at https://detwww.det.nsw.edu.au/directorates/vet_schools/school-to-Work/workPlacement/index.html Section 2 School Delivery Site Management 28 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.0 RTO Policy & Procedures 3.1 Access & Equity Schools in the RTO promote the interests of all students regardless of background, race, gender or disabilities. Within the context of DEC policies, the school provides support for all students wishing to enrol in vocational courses. Students with Special Needs Vocational Education and Training has an important role to play in the development of the social, interpersonal and employment skills that are a key component of the education focus that will lead to successful community participation for students with special needs. The school has a Learning Support Team of teachers, which includes access to the school counsellor and regional support personnel. Students with particular needs are identified, usually by teacher referral and given assistance. Students may also gain access to these services on their own initiative. The BOS offers special provisions for the Higher School Certificate if necessary. This may involve modifying tasks or the provision of extra time to complete tasks. All students are to be granted equal access to vocational programs. The extent to which a student may participate fully in the program selected will depend on the nature of the program and the type of disability the student has. Within the context of OHS considerations and the specific skill requirements of some subjects, some students may be advised to consider alternative courses, in which case they will be given every assistance when doing so. The Industry Curriculum Framework syllabus documents have special provisions for students with disabilities. These students may be eligible to gain access to the Special Program of Study. Support and adjustments to curriculum delivery and assessment (provided they do not alter the level of communication, literacy and numeracy skills expected in the performance of that element of competency in the workplace) occur for students with special needs. Close liaison between the course teacher and the host employer occurs to ensure that the workplace is ready to accommodate the uniqueness of the individual students. The SWS region high schools will endeavour to meet the work placement requirements of students with special needs through collaboration with course teachers, support staff and employers. Cultural Diversity and Community Relations: Multicultural Education in Schools Community harmony is promoted through school policies and practices which counter racism and intolerance and develop understanding of cultural, linguistic and religious differences. Schools will provide teaching and learning programs which enable students from all cultures and communities to be identified as Australians within a democratic multicultural society and to develop the knowledge, skills and values for participation as active citizens. Schools will ensure inclusive teaching practices which recognise and value the backgrounds and cultures of all students and promote an open and tolerant attitude towards different cultures, religions and world views. The region has a number of Multicultural/ESL Consultants and Community Information Officers who support this area. Multicultural/ESL Consultants are located at the Ringrose office on phone 8848 4900 Further details can be found at https://detwww.det.nsw.edu.au/policies/student_serv/equity/comm_rela/PD20050234_i.shtml Section 3 RTO Policy & Procedures 29 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 English as a Second Language Learning English is an essential requirement for success both at school and for further education, training and employment for students who speak a Language Other Than English (LOTE) as their first language. The English as a Second Language (ESL) program aims to develop ESL students' English language competence and improve their learning outcomes throughout the curriculum to a level where they can fully participate in schooling and independently pursue further education and training. ESL education is provided in primary schools, high schools, Intensive English Centre’s (IECs) and the Intensive English High School (IEHS). In these schools, ESL programs are delivered in a variety of ways to meet the different needs of ESL students at different stages of learning English. They include intensive and post-intensive English language support to both newly arrived and continuing ESL students from Kindergarten to Year 12. Further details can be found at: https://detwww.det.nsw.edu.au/policies/student_serv/equity/comm_rela/implementation_1_PD2005023 4_i.shtml?query=ESL Aboriginal and Torres Strait Islander Students The transition between home and school presents many Aboriginal students with the challenge of learning in markedly different contexts. The context of school for Aboriginal students includes a number of significant aspects: differences between students’ home language and school language the possible differences between the values of Aboriginal cultures and the values of school in areas such as family and school responsibilities, sharing and competition, independence and authority, home language and school language, spoken and written communication. Partnerships with Aboriginal Communities The involvement of the Aboriginal community in a partnership, which is both meaningful and informed, increased the learning outcomes for Aboriginal students. As these partnerships develop, the role of the Aboriginal parent as a learner in the link needs to be acknowledged and support provided to ensure the participation. All school personnel are responsible for supporting Aboriginal students. There are a number of key personnel who are employed to assist Aboriginal students in gaining literacy skills and reaching outcomes of comparable levels with non-Aboriginal students. Role of Key Personnel Aboriginal Education Assistants are located at schools where significant numbers of Aboriginal students are enrolled. Aboriginal Community Liaison Officers are located in regional offices across the state. They work in close partnership with regional personnel to ensure the participation of the Aboriginal community in their children’s schooling. Aboriginal Education Consultants perform a regional consultancy role, supporting schools in implementing all aspects of Aboriginal education. The consultants form part of the regional and school teams and are given appropriate training to enable them to support schools. Further support information can be accessed at http://www.aboriginaleducation.nsw.edu.au/school_programs/index.html Section 3 RTO Policy & Procedures 30 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Strategies for Aboriginal Inclusive Teaching Develop and understanding of nonverbal cues and body language. Recognise the nonverbal aspects of Aboriginal English. For example, silence, signs and body language all convey meaning. Use language the students can understand and take time to wait for a reply. Incorporate Aboriginal perspectives into planned learning activities. Aboriginal perspectives are best provided by Aboriginal people or voices. A perspective is not only concerned with content, it values the process involved in understanding, respecting and incorporating other viewpoints. Ensure that assessment techniques are inclusive of preferred Aboriginal learning styles. Build informal relationships with parents and Aboriginal community members who may advise teachers and may introduce them to key people in the community. Seek advice about the needs of Aboriginal students from their parents, the local, regional or state levels of the Aboriginal Education Consultative Group (AECG), and the school’s Aboriginal Students Support and Parent Awareness Group (ASSPA). Encourage Aboriginal community members to participate in the planning, delivery and assessment of learning activities. Consult with other specialist service providers and community liaison personnel in facilitating communication between the school and its Aboriginal communities 3.2 Appeals Process Students have access to an appeals process if they feel in any way dissatisfied with the assessment process. Students have the right to lodge an appeal against the assessment of their competency on the following grounds: The assessment process did not provide them with a fair and reasonable opportunity to demonstrate their competency; They were not informed in advance of the conditions and method of assessment; The process used was discriminatory in some way; They were ill or suffered misadventure at the time of assessment (must be supported by a medical certificate). Formal appeals need to be based on identified problems with the assessment process rather than an unsuccessful assessment result. The student lodges a formal appeal in writing to the Principal. Appeals must be lodged within 5 days from the date of assessment. The school must deal with the appeal in ten working days. See flowchart on the following page. Section 3 RTO Policy & Procedures 31 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 SOUTH WESTERN SYDNEY REGION – VOCATIONAL EDUCATION APPEALS FLOWCHART School/delivering teachers explain rights of appeal to students at commencement of course and assessment process. Teacher receives informal appeal Appeal is resolved YES No Further Action required NO Mediation by teacher’s direct Supervisor YES No Further Action required NO Formal appeals process initiated: Student lodges formal appeal to Principal within 5 working days NO upheld Reassessment process by school School Appeal Panel convene with Student and Assessor input (within 10 days) rejected Student can lodge further appeal to RVEC who will convene an appeal panel NO Student can lodge further appeal to VETAB Section 3 RTO Policy & Procedures 32 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.3 Authority to Run What is an ATR? The Authority to Run (ATR) is a list of vocational courses including Industry Curriculum Frameworks (ICFs) and Board Endorsed Courses (BECs) that are authorised by the Regional RTO to be delivered in the school. This information is available on the Vocational Education in Schools Directorate Quality Management Systems (QMS) website www.veis.nsw.edu.au. The school principal will obtain a password for the QMS database. The ATR forms part of a quality assurance process by which the RTO confirms: the school has the trained teacher and resources necessary for the delivery and assessment of the VET courses the qualifications appear on the Regional RTO scope of registration issued by VETAB and appearing on NTIS When is the ATR issued? A school may only deliver those VET courses listed on the ATR for that year, as long as the school retains the accredited teachers and required resources. If the school finds any anomalies on the ATR issued by the RTO, they should immediately contact their Regional Vocational Education Consultant or the RTO Executive Officer. The school should check and sign their ATR Report and submit with the Industry Curriculum Frameworks Information Package. (ICFIP/ICIG). Any changes to VET staffing or resources which occur during the year must be notified to the Vocational Education Consultant or RTO Executive Officer. How does a school add a course to their ATR? A new VET course is a course that has never been delivered at that school site or has not been delivered in the past two years. If the course/qualification is on the Regional RTO’s Scope, the school can apply to have the course added to their ATR. a. Complete the Authority to Run a New VET Course - Application by 30 April of the year prior to the intended delivery of the new VET course. b. Follow the process outlined by the Application to Run a New VET Course Process Chart c. Use the Authority to Run a New VET Course – Checklist – guided interview sheet d. The RTO will issue an ATR to the school following visits and confirmation of resources and teacher trained. Section 3 RTO Policy & Procedures 33 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Responsibilities of RTO and School Personnel The effective management of a regional RTO and delivery of VET courses at schools within the RTO depends upon a partnership between regional and school personnel. The following list of responsibilities is provided as a guide for the effective sharing of these responsibilities. RTO Personnel will ensure all schools have access to: negotiate any perceived anomalies on the Authority to Run VET Courses with individual schools and issue a revised Authority to Run VET Courses where necessary; ensure that school delivery and assessment of VET qualifications comply with ASQA Standards; assess the school’s Authority to Run a New VET Course – Application Form submitted by individual schools and oversee the preparation of applications to VETAB to vary the Scope of Registration for the RTO if required; maintain records of the qualifications and experience of the staff in the school involved in the delivery and assessment of VET courses through the QMS; coordinate the program of internal audits in the Region on a 3 year cycle. School VET Coordinators will: download and check that the school’s ATR is a true record of all VET qualifications and units of competency being delivered by the school. Validate the report and submit a signed copy with ICFIP/ICIG; enter students and qualifications onto eBOS-VCS through Schools Online; update students’ progress in the achievement of units of competency onto eBOS-VCS through Schools Online. This should be completed once a term; maintain a verified copy of the qualifications and experience of the staff in the school involved in the delivery and assessment of VET courses to comply with the AQF; complete Authority to Run a New VET Course – Application Form if variations to the school delivery are required and forward to the relevant RVEC. Section 3 RTO Policy & Procedures 34 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 SOUTH WESTERN SYDNEY REGION - VOCATIONAL EDUCATION AUTHORITY TO RUN A NEW VET COURSE FLOW CHART START Principal identifies student need to access new course and consults ICFIP if Course is a framework course. School completes ‘Authority to Run (ATR) a new VET course’ application form by 30 April (the year prior to commencing) RTO prepares a ASQA Variation to Scope application No Yes Is course on RTO Scope? RTO checks teacher qualifications Does the school have qualified staff? Teacher training process No Yes RTO checks school resources RTO adds course to school’s ATR Yes Does the school have the necessary resources? No Send students to TAFE or private RTO Yes No END Section 3 RTO Policy & Procedures Can the school provide plan for the purchase of resources? No Course is not added to school’s ATR 35 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.4 Complaints and Grievances It is absolutely vital that complaints from students or employers are dealt with quickly and in a fair and transparent manner. Complaints Handling Policy PD/2002/0051/VO4 ( Nov 2007) Provides policy and guidelines for handling complaints. While most complaints should be resolved informally with the relevant employee, there are provisions for the use of formal procedures depending on the nature and seriousness of the complaint. Complaints Handling Policy Guidelines (April 2011) A-Z of policies: https://detwww.det.nsw.edu.au/policiesintra/atoz/search.do?level Sets out the framework for a professional response according to the seriousness of the suggestion, complaint or allegation. The key changes to the policy and guidelines are: It replaces Responding to Suggestions, Complaints and Allegations It has been renamed in line with the policy Complaints Handling Policy Guidelines It focuses on timely and informal resolution of less serious complaints wherever possible Complainants are not required to put their complaint in writing There have been no substantial changes made to the content of the document. However, the emphasis is now on dealing with complaints quickly and informally, wherever possible. The guidelines have been designed as a web document, which allows the user to view the relevant section and to print it if required. Parents, students or employers may need to access this information at https://www.det.nsw.edu.au/policies/general_man/complaints/resp_sugg/PD20020051.shtml?level= 3.5 Evaluation and Client Feedback Surveys are conducted by SWS region RTO for evaluation and client feedback purposes and continuous improvement. Region conducts a number of processes 1. 2. 3. 4. 5. 6. 7. 8. VET Student Survey during Term 3 for Year 11. Year 12 students complete an AQF “Student Learner Questionnaire” AQF Employer Satisfaction Survey Learner/Employer Engagement Post School Pathways Survey Early Exit Survey Parent & Caregiver Survey Teacher Survey Surveys are returned to the RVEC for collation. The results are published and feedback given to each school the following year. Results are used to inform school decisions about curriculum offerings. Each survey can be found on the SWS VET Website. Results are published through a range of VET Networks. In addition, the RTO requests Partnership’s Brokers to conduct Employer Satisfaction Surveys with hosts of Work placement. Section 3 RTO Policy & Procedures 36 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.6 Recognition of Prior Learning (RPL) Recognition of Prior Learning is a way of giving students an opportunity to demonstrate their skills and understanding, taking into account when, where and how learning was undertaken. By undertaking the process individuals can gain credit towards a qualification based on achievements. Workplace Learning is the most common area to RPL for secondary students, however RPL should not be limited to this aspect only if competency is evidenced. Students must be informed of the process for accessing RPL in the course induction. The region’s ‘Student Information’ brochure covers the main aspects. Prior learning which is relevant to the course should be recognised within the context of the qualification being sought. Acceptable forms of evidence relevant documentation from a recognised RTO e.g. competency records references from previous employers work samples RPL may also be assisted by the administration of challenge tests which suit the task being considered. The RTO RPL process is detailed in the flow chart on the following page. An application form for Recognition of Prior Learning can be found on SWS VET Website. Requests for RPL should be documented and archived by the school. Section 3 RTO Policy & Procedures 37 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 SOUTH WESTERN SYDNEY REGION- VOCATIONAL EDUCATION Flowchart for the process of RECOGNITION OF PRIOR LEARNING (RPL) Student applies for RPL to VET teacher (as per application form) Evidence assessed by school RPL panel including school VET coordinator Outcome of the RPL panel Discussed with applicant DECISION FAVOURABLE DECISION UNFAVOURABLE UPHELD NO Appeal to SWS Region RPL GRANTED REJECTED UPHELD Further evidence collected and Application to be re-submitted REJECTED RPL NOT GRANTED Section 3 RTO Policy & Procedures 38 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.7 Version Control Version Control is the term used to describe how a school ensures that information and documentation used and issued is the most current available. The process is an essential component of quality control and management. The internet and DEC intranet is to be used as an important source of version control for policy, procedures and legislation. It is recommended that: All information from DEC will be dated. Schools must ensure that all relevant documents and handbooks are updated. Upon receipt of an update, all redundant information must be discarded. VET Coordinator will make VET staff aware of updated relevant documentation as required. Please note The ICFIP/ICIG is an important compliance tool and must be maintained and updated at all delivery sites. The most current version can be located at https://detwww.det.nsw.edu.au/directorates/vet_schools/vet-in-Schools/frameworks.html The student placement record, used to document work placement arrangements and ensure all partners are aware of their obligations also requires close version control. The most current version can be located at https://www.det.nsw.edu.au/vetinschools/worklearn/worklearnpolicy.html In addition to this, schools are to ensure version control in the following documents: School assessment handbooks, subject selection guides, policy and procedure documentation to contain the version number and the date of issue on all pages. Version control includes the dating of the version. VET delivering teachers are to ensure the following have page numbering and evidence of the date of issue/circulation/publication assessment events/tasks legislation syllabus documents/excerpts documents sourced from the internet should contain a footer with notation of the URL (web address) and the date of printing. Section 3 RTO Policy & Procedures 39 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.8 VET Teachers SWS region RTO will endeavour to provide all opportunities for teachers to maintain their current VET qualifications and industry experience. Teachers who deliver VET courses must be accredited. The benchmarks for entry into training are contained in the ICFIP/ICIG for the relevant industry areas. These benchmarks must be achieved for acceptance into a VET teacher training program. RPL may be sought and gained on application. Teachers undertake and complete the required qualifications and experience to deliver a VET course. A copy of a Teacher’s VET qualification is to be held by the school. No teacher may deliver a VET course without either having successfully completed the specific training or undertaking the training. Qualifications can be validated through the QMS. The processes which underpin teacher training decisions are determined by VET Training Unit. Details of this are available from the RVEC. Funded teachers must be permanent DEC teachers and meet training benchmarks as set out in the ICFIP/ICIG. Retrained teachers are required to submit a RPL Application through the Teacher Training Process to be accredited to deliver VET courses with the DEC school sector. These teachers should not assume that their qualifications and industry experience automatically allows them to deliver in schools. There are presently two rounds of teacher retraining annually, during Term 1 and Term 2. Funding is sourced in the following ways: (a) replacement teachers (centrally funded, if approved) (b) regionally funded teachers (term 2 only) (c) school funded teachers (d) self funded teachers Priority is given in term 1, to emergency replacement situations when a vacancy occurs because of transfer or leave circumstances. Each year the region receives a nominal allocation to fund teacher training. The number of trained VET teachers not delivering within the region adversely effects the regional allocation. Schools should forward their applications to the RVEC. Applicants will be funded on the basis of local needs and priorities of the Region. Every effort is made to fund applications for new courses. Schools should NOT form a class in the EXPECTATION of acceptance of a teacher training nomination approval of an ATR form for new VET courses The teacher training generally consists of the: a) orientation program b) industry specific training c) Certificate IV in Training and Assessment (TAA) and d) industry placement (specific to each ICF training) All teachers must have successfully completed all the specified training within 12 months and prior to assessing any students. Current form is available from VEiS. Teacher RPL Teachers who are accepted into the training program can seek exemptions from components of the training program via RPL. Applications must be supported by primary documented evidence of recent experience and/or qualifications, mapped against the competencies to be delivered in schools. The RPL process may be of use when a teacher has been identified as a graduate of an accelerated teacher training program or from a teacher retraining program. Evidence will need to be provided to support the nomination of a teacher who does not have the generally recognised teaching qualification in their training. Section 3 RTO Policy & Procedures 40 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Qualifications All teachers who have successfully completed the training for a VET course must provide evidence of the training to the RTO. It is expected that copies of the teacher’s qualifications are held at the school to verify the teacher’s eligibility to deliver the course. All newly appointed VET teachers must provide a copy of their qualification prior to delivering a VET course. These include Accelerated Teacher Training (ATT), overseas trained teachers, retrained teachers and teachers trained by another RTO. It is advisable for all schools to validate the teacher’s VET qualifications prior to school allocating a newly appointed teacher to deliver a VET course. Currency The South Western Sydney Region will endeavour to provide opportunities for teachers to maintain their current VET qualifications and industry experience. It is expected that the teachers maintain their qualification as appropriate. Some courses require teachers to hold external qualifications as part of the industries requirements, e.g. OH&S and Resuscitation. These external qualifications must be maintained by the teacher as they are essential for the delivery of a VET course. Refer to the ICFIP/ICIG for details on the specific external qualifications required for each course. When a VET course changes as a result of a National Training Package change, teachers may be required to undergo further training to remain current to deliver. Failure to undertake training in the revised course may result in a teacher not being eligible to deliver the VET course in the future. Teachers can maintain currency through participation in professional development relevant work experience participation in Professional/Industry networks recent planning and review of assessment activities participation in assessment validation processes recent assessment and/or workplace training activities industry contact and liaison collegial networks with a professional development focus interaction with colleagues through the VET teachers’ website and blog. Interaction on social e-networks. DEC SWS Region will support the industry currency for VET teachers to the best of its ability by offering some of the opportunities mentioned above. Evidence of industry currency for all VET teachers will be sighted during internal audits. Hospitality industry standard for maintaining currency is a minimum of 30 hour industry contact over any two year period from the year training is completed. Industry has mandated that all Hospitality teachers maintain a log of currency and evidence is collected. This log is submitted to the Principal to endorse and a copy sent to the RVEC for compliance and record keeping together with the ICFIP/ICIG Checklists. VET teachers for other ICF areas are encouraged to maintain written evidence of industry currency. This evidence will be requested at audits and should be viewed as important for the delivery of a VET course. The Industry Currency Recording Template can be found on the SWS VET website. Industry generally accepts two years as being the limit of currency for anyone who may not be involved in the delivery of training or employment in the industry. If a teacher has not delivered the VET course they were trained in for a period of greater than two years then they will need to demonstrate that they have maintained currency through other means. This should be discussed with your RVEC prior to the teacher being assigned to a class for delivery. Section 3 RTO Policy & Procedures 41 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 3.9 Work Placement Work placement is a mandatory requirement for most VET courses. Failure to complete work placement in either the Preliminary or HSC year will render the student ineligible for the unit credit towards the Preliminary and HSC Credential. Mandatory hours for work placement for each ICF are detailed in each syllabus part A. The mandatory hours are 35 hours for each 120 hours of course delivery. Most students complete 70 hours as part of 240 hour course requirement. Simulation up to 50% is allowed for Information Technology and Entertainment Industry VET courses. If a student exits the course at the end of the Preliminary year they must have completed a minimum of 35 hours work placement to satisfy Board of Studies requirements and gain the 2 units of credit towards the HSC. All requirements of the Workplace Learning Policy 2005 and Associated Documents and Forms must be followed. Compliance with Child Protection legislation underpins the implementation of this policy for schools. SWS Region RTO reminds VET personnel that the critical aspects of work placement management are: Preparation of students through work readiness programs Student placement record Workplace Learning Emergency Card Procedures Supervision of students: Duty of Care Parent and Carer’s guide to Workplace Learning Employers Guide to Workplace Learning Student Work placement Record: Using Current Employment for Mandatory Work Placement Student Responsibilities Student Travel Arrangements Record keeping of contact with employer and student during placement Non Payment of Students Industrial Requirements Industrial Disputes Accidents Involving Students Insurance Claims and Legal Proceedings Post placement follow up activities Guidelines for students participating in particular industries DET policy and procedures for the above areas can be found at https://www.det.nsw.edu.au/vetinschools/worklearn/worklearnpolicy.html The school is required to store the original copy of the signed Student Placement Record for seven years. This should be in a secure central student record/archive. Schools in the SWS Region can access or coordinate work placement through two models. a. Local Workplace Service Provider b. School coordinated placements. In this case the school is responsible for quality assuring all aspects of the placement, i.e. OHS issues, prohibited activities, etc. Section 3 RTO Policy & Procedures 42 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 ACRONYMS AAC Australian Apprenticeship Centre PL Professional Learning ACE Assessment, Certification and Examination QMS Quality Management System Manual RCC Recognition of Current Competency ACTU Australian Council of Trade Unions RPL Recognition of Prior Learning AER Annual Enrolment Return RTO Registered Training Organisation AIG Australian Industry Group RVEC Regional Vocational Education Consultant AMES Adult Migrant English Service SBAT School Based Apprentice or Trainee AQF STS State Training Services AQTF Australian Quality Training Framework STT Support Teacher Transition ASQA Australian Skills Quality Assurance SWL Structured Workplace Learning ATAR Australian Tertiary Admissions Rank TAFE Technical and Further Education ATR Authority to Run TP Training Package BDC Board Developed Course TTC Trade Training Centre BEC Board Endorsed Course TS Trade School BOS Board of Studies TVET TAFE delivered Vocational Education & Australian Qualification Framework BVET Board of Vocational Education and Training Training CEQF Career Education Quality Framework UAC University Admissions Centre DEC Department of Education and Communities UOC Unit of Competency DEEWRDepartment of Education, Employment and VCS Vocational Credentialing System Workplace Relations VET Vocational Education and Training Department of Industrial Relations VEiSD Vocational Education in Schools Directorate DIR eBOS Electronic Board of Studies VTO Vocational Training Order EOC Element of Competency WSA Worldskills Australia EEO Equal Employment Opportunity ESL English as a Second Language GTO Group Training Organisation HSC Higher School Certificate ICFIP Industry Curriculum Framework Information Package ICIG Industry Curriculum Implementation Guidelines ITAB Industry Training Advisory Board MOU Memorandum of Understanding NESB Non English Speaking Background OHS Occupational Health & Safety OTEN Open Training and Education Network PB Partnership Brokers PC Performance Criteria 43 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 Websites WEBSITE https://detwww.det.nsw.edu.a u/regions/sthwest_sydney/tea chlearn/vocationaledu/index.h tm www.vetnetwork.org.au NAME USEFUL FOR … SOUTH WESTERN SYDNEY REGION – VOCATIONAL EDUCATION INFORMATION REGARDING THE RTO 90072 VET NETWORK NATIONAL PEAK BODY SUPPORTING VOCATIONAL EDUCATION AND TRAINING www.aqf.edu.au http://www.asqa.gov.au http://www.boardofstudies.ns w.edu.au http://www.deewr.gov.au AUSTRALIAN QUALIFICATIONS FRAMEWORK AUSTRALIAN QUALIFICATION FRAMEWORK EXPLAINED AUSTRALIAN SKILLS QUALITY AUTHORITY NSW ACCREDITATION BODY BOARD OF STUDIES (BOS) LINKS SYLLABUS DOCUMENTS DEPARTMENT OF EDUCATION, EMPLOYMENT & WORKPLACE RELATIONS DEEWR (AUSTRALIAN GOVERNMENT) www.ncver.edu.au/statistics/a vetmiss30/index.htm www.atpl.net.au NCVER INFORMING POLICY AND PRACTICE IN AUSTRALIAN TRAINING SYSTEM CONTINUOUS IMPROVEMENT RECOGNITION OF QUALIFICATIONS ISSUED BY OTHER RTOS ACCESS EQUITY LINKS TO RESOURCE MATERIALS TRAINER AND ASSESSOR STANDARDS LANGUAGE, LITERACY AND NUMERACY COMPLIANCE WITH EXTERNAL REPORTING REQUIREMENTS CONSULTATION WITH INDUSTRY AUSTRALIAN TRAINING PRODUCTS RESOURCE MATERIALS www.flexiblelearning.net.au/t oolbox AUSTRALIAN FLEXIBLE LEARNING FRAMEWORK TRAINING DELIVERY AND https://www.training.nsw.gov .au STATE TRAINING SERVICES AVAILABLE SCHOOL BASED APPRENTICESHIPS & ASSESSMENT ON-LINE AND DISTANCE EDUCATION TRAINEESHIPS www.sbatinnsw.info www.australianapprenticeshi ps.gov.au SCHOOL BASED APRENTICESHIPS & TRAINEESHIPS (SBAT) NEW APPRENTICESHIPS ONE STOP SHOP FOR ALL INFORMATION RELATING TO SBATS INDIVIDUAL TRAINING PLANS NEW APPRENTICESHIPS AND TRAINEESHIPS www.tourismtraining.com.au TOURISM TRAINING AUSTRALIA TOURISM AND HOSPITALITY www.swsi.tafensw.edu.au TAFE NSW SOUTH WESTERN SYDNEY INSTITUTE TAFE 44 South Western Sydney Region RTO 90072 – VET Regional Handbook Version 1. Implementation 2012 WEBSITE www.myfuture.edu.au NAME MY FUTURE – USEFUL FOR … CAREERS ADVISERS SUPPORT AUSTRALIAN CAREER INFORMATION SERVICE www.hsc.csu.edu.au HSC ONLINE – CHARLES STURT UNIVERSITY https://detwww.det.nsw.edu.a u/directorates/vet_schools/ VEISD –VOCATIONAL EDUCATION IN SCHOOLS DIRECTORATE FRAMEWORK COURSE – HSC EXAMINATION PREPARATION ALL VET FORMS AND SUPPORTING DOCUMENTS Forms / Document locations Please go to the Information, Management and Reporting link on the South Western Sydney region’s Vocational Education website. Click here: https://detwww.det.nsw.edu.au/regions/sthwest_sydney/teachlearn/vocationaledu/infmgm trep/index.htm 45
