INDUCTION BOOKLET CERTIFICATE II COURSES

Transcription

1 Trade Training Centre VET INDUCTION BOOKLET CERTIFICATE II COURSES ENGINEERING- Pathways (MEM20413) Electro-technology Career Start (UEE22011) Automotive Vocational Preparation (AUR20716) G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 1 of 11

2 Preamble Mission and values The aim of the Mackay Engineering College is to provide opportunities for students to ensure they have the necessary skill and knowledge base for future employment by: Providing industry standard training and facilities Continually striving for quality outcomes Developing a sound work ethic Fostering partnerships across schools, training and industry The MEC values the enormous contribution industry plays in the development of our students and the opportunities available to them through this network. MEC offers to students the opportunity to complete the following certificate II nationally recognised courses. 1. Certificate II Engineering-Pathways - MEM Certificate II Electro-technology Career Start UEE Certificate II Automotive Vocational Preparation AUR20716 All programs offer students the opportunity to undertake a range of tasks primarily associated within the selected trade field. The delivery of the MEC programs are ideally suited to project-based activities and units of competency will be linked together in the context of projects that reflect workplace practice. Students have the opportunity to participate in an Industry Placement Program where on-the-job training compliments the selected course. The MEC has a wide variety of industry trade participants in engineering, manufacturing, electrical and automotive. The MEC has a focus on preparing students to be work ready and encourages students move into full time and School Based Apprenticeships (SAT). G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 2 of 11

3 Core Competencies and Electives Certificate II Courses To satisfy the requirements of Certificate II courses, students must achieve competence in all core and additional elective competencies. Assessment Assessment for these certificate courses is competency based. Competency-based assessment: is the process of collecting evidence and making judgement on whether or not the student can consistently demonstrate knowledge and skill and the application of that knowledge and skill to the standard of performance required in the workplace. Assessment Techniques could include any of the following:- Objective and short answer tests Practical work Written responses Teacher observation of student Oral presentations skills Students will be issued with a statement of attainment detailing competencies completed and a final certification of completion from MEC s partnering RTO. Student Performance Review Process To meet the high standards expected by the trade sector and Education Queensland, students will undertake a continuous review process to ensure quality training outcomes are achieved in all program areas. Regular reviews will allow corrective action to be implemented to address need areas. Failure to meet these expectations may result in enrolment cancellation in the MEC program. The Review Process will involve meeting or exceeding minimum standards in the three program areas: 1) Mackay Engineering College 2) Academic achievement (school) 3) Work placement The review process will be conducted at the end of each term and be used to qualify students for ongoing enrolment and participation in the program. An outline of the level of achievement required to maintain enrolment is provided on the following page. G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 3 of 11

4 The Review Process Student Performance Review - Self Assessment Student Performance Review - MEC Review - Academic Review (school) - Work placement Review Student Performance Review Summary Summary reviewed and signed by Student, Principal and Skills Centre Are there areas requiring corrective action? Students have the opportunity to follow the Grievances Procedure if they are not satisfied with the Review Process or resulting actions. No Student Performance review process finalised for this period (Shaded boxes represent corresponding review documentation) Yes Student Performance Review Actions Corrective actions are developed by the student to address performance issues Review of Actions Corrective actions are reviewed according to identified timeframes G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 4 of 11

5 Student Performance Review Process Review Areas Specifically Expectation to continue enrolment School Work Placement MEC Attendance at school and at timetabled lessons Catching up on work missed Assessment Attitude, work rate and behaviour in class Overall result Attendance at work placement Attitude to work Completion of tasks Supervision required Attendance at the MEC Attitude to work Completion of assessment tasks Supervision required Level of work output Workplace Health & Safety Conduct Projects Theory Results at the MEC Payment of MEC fees 90% attendance all absences explained via notes or usual system for your school You are to see your teacher to ask what work that you missed out on for lessons for (a) which you were absent (e.g. sick) or (b) which you missed because of timetabling reasons All assessment tasks (e.g. assignment, orals, tests) completed and submitted on time Attitude, work rate and behaviour in class are satisfactory or better i.e. as per normal expectations of all class members Working to ability level 90% attendance all absences explained All assessment tasks completed and submitted Works well with supervision or better Satisfactory or better 90% attendance all absences explained All assessment tasks completed and submitted Works well with supervision or better Satisfactory or better Satisfactory awareness or better Rarely needs intervention for appropriate behaviour Achieving Competency in all project work Achieving Competency in all units Satisfactory or better Pass or higher No fees outstanding G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 5 of 11 How will information be collected Information collected from base school Re: Attendance entries unexplained or unauthorised absences Information collected from Teachers for each subject at the completion of each term ] attendance Information collected from Host Employer Information collected from MEC records and student reporting documents Action if not performing Stage 1 Enrolment Review: MEC staff, school rep, parent and student & other key persons as needed Review data Clarify expectations Identify areas required for improvement Identify barriers to meeting expectations Identify strategies and targets needed to meet expectations Parties make commitments to strategies Date set for Stage 2 Review (usually 3 4 weeks) Stage 2 Enrolment Review: MEC staff, school rep, parent and student & other key persons as needed Review data since Stage 1 Evaluate success of strategies, targets and commitments: o If met, enrolment sustained o If not met, enrolment suspended

6 Grievance Procedure The below flow chart outlines the process and correct communication channels you should follow in the event you are unhappy with delivery of the Certificate II courses and you should consult the grievance process from the relevant partnering RTO. Some examples: Presentation of Competencies Time frame Assessment Assessment techniques Marking procedures Practical project Procedure of concerns (MEC): Course trainer Express concerns Head of College MEC If not resolved Deputy Principal If not resolved Principal If not resolved Partnering RTO and / or QCAA If not resolved G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 6 of 11

7 Access and Equity In the past there were often barriers and obstacles that prevented certain groups within the community being able to access education and training. Some of these barriers were deliberate others were based on tradition, or lack of forethought and understanding. As a society, we have learnt that we cannot afford to limit the opportunities of different groups in this way. Our culture is rich with skills, ideas, creativity and potential. But if we don t offer people the chance to develop and use their talents and abilities we are not only limiting people s lives, we are also denying the community a wealth of resources. Access and equity means, ensuring that everyone has the opportunity to successfully gain skills, knowledge and experience through education and training. In the context of access and equity it is vital that we improve the participation of the following priority target groups in VET programs: Females Aboriginals and Torres Strait Islanders People from non-english speaking backgrounds People with a disability Rural and Regionally-isolated communities The MEC will meet the needs of individuals and the community as a whole through the integration of access and equity guidelines. We will ensure that equity principles for all people are implemented through the fair allocation of resources and the right to equality of opportunity without discrimination. We will increase opportunities for people to participate in the vocational education and training system, and in associated decisions which affect their lives. We will implement customer-orientated conservation programs and target the specific needs of market segments in enhancing the economic development of the organisation. Recognition of Prior Learning Individuals that have completed informal on and off the job training in a trade can have their skills, knowledge and experience recognised through recognition of prior leaning (RPL) process. To undertake this please consult the partnering RTO or contact the MEC. G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 7 of 11

8 Definitions Australian Apprenticeships Australian Apprenticeships is the new name for the scheme formerly known as 'New Apprenticeships'. Under the scheme the Australian Government incentives and personal benefits programme are still the same. Australian Apprenticeships still encompass all apprenticeships and traineeships. They combine time at work with training and can be full-time, part-time or school-based. apprenticeship a system of training regulated by law or custom which combines on-the-job training and work experience while in paid employment with formal off-the-job training. The apprentice enters into a contract of training or training agreement with an employer which imposes mutual obligations on both parties. Traditionally, apprenticeships were in trade occupations (declared vocations) and were of four years duration. assessment the process of gathering and judging evidence in order to decide whether a person has achieved a standard or objective. See also competency-based assessment assessment guidelines an endorsed component of a Training Package which underpins assessment and which sets out the industry approach to valid, reliable, flexible and fair assessment. Assessment guidelines include information concerning: assessment system overview, assessor requirements, designing assessment resources, conducting assessment, sources of information on assessment. assessment tool a method for the gathering of evidence for assessment, such as a knowledge test or a checklist of practical performance. assessor a person qualified to carry out assessment. Australian National Training Authority (ANTA) a Australian Government statutory authority with responsibility for the development of national policy, goals and objectives for the vocational education and training sector; the development, management and promotion of the National Training Framework; the administration and funding of national programs; and the collection and analysis of national statistical data on the vocational education and training system Australian Qualifications Framework (AQF) a nationally consistent set of qualifications for all post-compulsory education and training in Australia Australian Quality Training Framework The Australian Quality Training Framework (AQTF) was developed by the Australian National Training Authority in conjunction with States and Territories, the Commonwealth and industry and was implemented from 1 July The key objective of the AQTF is to provide the basis for a nationally consistent, high quality vocational education and training system for Australia. The AQTF provides national recognition of Registered Training Organisations, qualifications and training products throughout Australia. competency (also competence) the ability to perform tasks and duties to the standard expected in employment. competency-based assessment (or CBA) the gathering and judging of evidence in order to decide whether a person has achieved a standard of competence. G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 8 of 11

9 credit (also called status or advanced standing) the acknowledgement that a person has satisfied the requirements of a module (subject) or unit of competency either through previous study (credit transfer) or through work or life experience (recognition of prior learning). The granting of credit exempts the student from that part of the course. group training company a company which employs apprentices and trainees, and places them with one or more host employers who are usually small to medium-sized businesses. The host employers provide on-the-job training and experience, while the group training company organises off-the-job training, and handles recruitment, rotation and payroll. LLN language, literacy and numeracy. logbook a record kept by a person of the knowledge, skills or competencies attained during on-or off-the-job training. off-the-job training training which takes place away from a person s job, usually off the premises, e.g. at TAFE, but may be on the premises, e.g. in a special training area. on-the-job training training undertaken in the workplace as part of the productive work of the learner. recognition of prior learning (or RPL) the acknowledgement of a person s skills and knowledge acquired through previous training, work or life experience, which may be used to grant status or credit in a subject or module. registered training organisations Training organisations are registered by State/Territory Training Authorities and are required to meet AQTF standards. Only registered training organisations (RTOs) can issue AQF qualifications and deliver accredited training and assessment. state training authority (or STA) also called state/territory training authority the body in each state or territory responsible for the operation of the vocational education and training system within that jurisdiction. Each state or territory training authority participates in the formulation of national policy, planning and objectives, and promotes and implements the agreed policies and priorities within the state or territory. training contract (also called training agreement) a legal agreement between an employer and an apprentice or trainee, which defines the rights and responsibilities of each party. These include the employer guaranteeing to train the apprentice or trainee in the agreed occupation or training area, and to allow time off work to attend any required off-the-job training; and the apprentice or trainee agreeing to learn all aspects of the occupation or training area, and to work for the employer for a specified period. Unit of Competency National standards define the competencies required for effective performance in the workplace. A competency comprises the specification of knowledge and skill and the application of that knowledge and skill at an industry level, to the standard of performance required in employment. Units of competency can be either industry or enterprise based. Included on the NTIS are details of units of competency developed by industry and linked to industry sectors. Units of competency can be downloaded from the NTIS database. work placement (also called field placement, vocational placement, structured work placement) a period of unpaid work with an employer undertaken by VET students in order to satisfy the requirements of a course or module, with supervision provided by the employer, the training provider or both. G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 9 of 11

10 Student Feedback Form Instructions to students: Please fill in this form when you complete a VET course or leave a course without completing it. This form is intended to help the Mackay Engineering College provide quality VET courses. When did you start this course? When did you complete (or leave) this course? Below are some statements about your experiences in this course. Please put a tick in the appropriate column to show how much you agree or disagree with each statement. I chose this course because: - A teacher or someone else told me I should do it - I was interested in it - I wanted a career in this field Strongly agree Agree Unsure Disagree Strongly Disagree Before this course, or early in the course, I was given enough information about: - What the course was about - The certification I would receive - How to obtain recognition of prior learning (RPL) in the course - Employment the course would quality me for - The prospects of obtaining such employment - When different aspects of this course would be taught - What forms of learning assistance were available to me - What counselling services were available to me - What teaching methods would be used - If applicable, work experience requirements - How and when the course would be assessed Other questions about the course - The course was taught in a way that suited my needs and my way of learning - The course included a lot of material that was available on the computer - The course included a lot of face-to-face teaching - There was a good variety of learning resources for the course - The learning resources were generally available when I needed them - The learning resources were of good quality - Learning support or counselling was available when I needed it - The learning support or counselling was helpful - Several different kinds of assessment were used - The assessment items seemed suitable for the course - I received my assessment results and other reports on my progress in good time - My assessment results and other reports on my progress were accurate - The course has given me skills that will help me get a job - The course has given me skills that I can use in my life - I have received the documentation I am entitled to as a result of studying the course (e.g. Certificate, statement of attainment) Do you think the course could be improved? If so, how? G:\A-OFFICE\VET\Student handbook\2018 VET STUDENT HANDBOOK.doc 10 of 11