RTO Managers Session 2

Transcription

1 RTO Managers 2017 Session 2

2 Webinar overview Training and assessment strategies Industry engagement activities Validation activities Streamlined training packages Assessment methods Quality Indicator reporting Data checking Key VET sector updates

3 Training and Assessment Strategies

4 What should be in the TAS? At a minimum it should include: Training product identification (use full code and title) Core and elective components (use full codes and titles) Mode of delivery Entry requirements Licensing requirements (if applicable) Duration and scheduling (addressing amount of training) Assessment resources, methods and timing Learning resources Human resources Physical resources Users' Guide to the Standards for RTOs

5 Amount of Training Part of Volume of Learning Amount of Training considers the time of training required in the course itself, not the full Volume of Learning Supervised and unsupervised activities Justify why the Amount of Training is significantly different to the Volume of Learning on each TAS

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7 Once developed There should be a systematic process for reviewing the TAS, who can change it, approval process, etc This would then be stored in a central location, accessible by the relevant staff This would then be included in the validation process

8 Industry Engagement Activities

9 What have we done in the past? Industry consultation A wide range of interpretations Now more specific

10 Clause 1.5 What do the Standards say? The RTO s training and assessment practices are relevant to the needs of industry and informed by industry engagement Users' Guide to the Standards for RTOs

11 Clause 1.6 What do the Standards say? The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of: a) Its training and assessment strategies, practices and resources; and b) The current industry skills of its trainers and assessors. Users' Guide to the Standards for RTOs

12 Who are industry? Can include but not limited to: Enterprise/industry clients, e.g. employers Group training organisations Industry organisations Industry regulators Industry skills councils or similar bodies Industry training advisory bodies, and Unions.

13 Possible strategies include: a) Partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprise RTOs b) Involving employer nominees in industry advisory committees and/or reference groups c) Embedding staff within enterprises d) Networking in an ongoing way with industry networks, peak bodies and/or employers e) Developing networks of relevant employers and industry representatives to participate in assessment validation, and f) Exchanging knowledge, staff, and/or resources with employers, networks and industry bodies

14 Ensure understanding Engage! Work with the relevant staff and ensure they understand the updated requirements of industry engagement Consider the definitions of industry and the strategies

15 Plan it! What strategies will be used? may need to expand Who will be responsible for each area? you may have already determined this Ensure coverage of the below items hopefully already covered Training and Assessment Strategies Training and Assessment Practices Resources Currency of trainers and assessors Determine how feedback will be systematically used to improve outcomes should already be doing this

16 Document it! Proformas s Annotated materials Minutes Other correspondence

17 Validation Activities

18 Glossary Validation is the quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, process and/or outcomes and acting upon such recommendations. Users' Guide to the Standards for RTOs

19 Glossary Statistically valid means for the purposes of these Standards, a random sample of appropriate size is selected to enable confidence that the result is sufficiently accurate to be accepted as representative of the total population of assessments being validated. Users' Guide to the Standards for RTOs

20 After results are issues cannot be changed. Used for future improvements Validation Moderation Prior to results being issued can still be changed

21 What do the Standards say? Clause 1.9 The RTO implements a plan for ongoing systematic validation of assessment practices and judgements that includes for each training product on the RTO s scope of registration: when assessment validation will occur; which training products will be the focus of the validation; who will lead and participate in validation activities; and how the outcomes of these activities will be documented and acted upon. Users' Guide to the Standards for RTOs

22 What does this mean? You need some plans and schedules Schedule for overall RTO When each qualification will be validated Who will be leading and responsible How it will be followed up Plan for each product on scope to show more detail as to how it will meet the overall schedule deadlines and requirements When each unit will be validated The process for determining what will be validated Who will be involved

23 What do the Standards say? Clause 1.10 For the purposes of Clause 1.9, each training product is validated at least once every five years, with at least 50% of products validated within the first three years of each five year cycle, taking into account the relative risks of all of the training products on the RTO s scope of registration, including those risks identified by the VET regulator. Users' Guide to the Standards for RTOs

24 What does this mean? You need some plans and schedules Schedule for overall RTO Plan for each product on scope to show more detail as to how it will meet the overall schedule deadlines and requirements Examine overall number of training products on scope Work out how many must be validated in first 3 years (50%) Examine scope to determine which qualifications should be scheduled first Develop these plans to ensure deadlines coincide with overall schedule Follow any instructions determined in the overall schedule regarding risk and which units should be validated first.

25 What do the Standards say? Clause 1.11 For the purposes of Clause 1.9, systematic validation of an RTO s assessment practices and judgements is undertaken by one or more persons who are not directly involved in the particular instance of delivery and assessment of the training product being validated, and who collectively have: vocational competencies and current industry skills relevant to the assessment being validated; current knowledge and skills in vocational teaching and learning; and the training and assessment qualification or assessor skill set referred to in Item 1 or 3 of Schedule 1. Industry experts may be involved in validation to ensure there is the combination of expertise set out in (a) to (c) above. Users' Guide to the Standards for RTOs

26 Schedule 1 Item 1 2 Relevant Standard AQF Qualification or Unit of Competency TAE40110 Certificate IV in Training and Assessment or its successor. A diploma or higher level qualification in adult education TAESS00001 Assessor Skill Set or its successor a) TAESS00007 Enterprise Trainer Presenting Skill Set or its successor; or b) TAESS00008 Enterprise Trainer Mentoring Skill Set or its successor; or c) TAESS00003 Enterprise Trainer and Assessor Skill Set or its successor. a) TAE50111 Diploma of Vocational Education and Training or its successor; or b) TAE50211 Diploma of Training Design and Development or its successor; or c) A higher level qualification in adult education Users' Guide to the Standards for RTOs

27 What does this mean? You need some plans and schedules Schedule for overall RTO Plan for each product on scope This is not impacted in the planning stage You may not be able to indicate in the overall schedule who will be involved in the validation that meets requirements Identify who will possibly be involved this may be someone external to the RTO If you are having difficulties finding someone you may refer to the Velg Training Validation Directory

28 Document Your RTO will need to ensure the validation process is documentation and captured. Ensure you have documentation to show: Schedules and plans Qualified validators How a statistically valid sample was determined/collected A checklist to follow in conducting validation

29 Streamlined Training Packages

30 Streamlined Training Packages

31 Endorsed Component Quality Assured Component Training Package Information

32 Endorsed components of Training Packages Units of competency Assessment requirements Qualifications Credit arrangements

33 Quality Assured Components Companion Volumes Implementation Guide (mandatory) Slightly different for each training package Learning Strategies Guide Assessment Strategies Guide Knowledge Guide Foundation Skills Guide

34 Where to find documentation Curriculum Documents Training.gov.au Training packages Qualification rules Units of competency Assessment requirements Credit arrangements Implementation Guides Department of Education & Training Companion Volumes page on DET s website (link above). Follow the link from each page on TGA.

35 Velg Training Guides Will be developed for each new training package available on the Knowledge Hub

36 Community Services Example Training Package: CHC Community Services Qualification: CHC30113 Certificate III in Early Childhood Education and Care Companion Guides: Must download these Downloading Units: CHCECE001 Develop cultural competence Download the Unit of Competency AND the Assessment Requirements

37 Assessment Methods

38 Direct / Indirect Direct Assessment Methods Methods Examples of Methods Related Tools Type of Evidence Direct observation Structured assessment activities Real work/real-time activities at the workplace Work activities in a simulated workplace Simulation exercises/role plays Projects Presentations Activity sheets Observation checklist Questions to accompany checklists; and Instructions to students and assessors Scenario/outline Instructions for people involved in the activity Instructions to students and assessors Observation checklist Project/presentati on checklist Adapted from: Designing assessment tools for quality outcomes in VET

39 Indirect / Direct Direct / Indirect Assessment Methods Methods Examples of Methods Related Tools Type of Evidence Questioning Written questions Interviews Self-evaluation Verbal questioning Questionnaires Oral or written examinations (may be applicable at higher AQF levels) Evidence compiled by the student Portfolios Collections of work samples Products with supporting documentation Historical evidence Journals/logbooks Information about life experience Verbal questions and checklist Written questions Interview questions and checklist Self-evaluation tools Knowledge based tests Questionnaires Oral or written exam questions Instructions for compilation Questions to interview Checklists for evaluating Adapted from: Designing assessment tools for quality outcomes in VET

40 Supplementary Indirect Assessment Methods Methods Examples of Methods Related Tools Type of Evidence Review of products Third-party feedback Products as the result of a project Work samples/products Testimonials/reports from employers/supervisors Evidence of training Authenticated prior achievements Interviews with employers, supervisors or peers Product specifications Instructions to students and assessors Checklist for evaluating the product Third party report templates Interview checklists Adapted from: Designing assessment tools for quality outcomes in VET

41 Quality Indicator Reporting

42 What do the Standards say? Clause 7.5 The RTO provides accurate and current information on its performance and governance consistent with the Data Provision Requirements as updated from time to time. Data to submit is generally through: AVETMISS; and Quality Indicators.

43 What are the Quality Indicators? Learner Engagement This indicator focuses on the extent to which learners are engaging in activities likely to promote high-quality skill outcomes and includes learner perceptions of the quality of their competency development and the support they receive or have received from RTOs. Employer Satisfaction This indicator focuses on employer evaluation of learner competency development and the relevance of learner competencies for work and further training, as well as employer evaluation of the overall quality of the training and assessment. Competency Completion This indicator shows the number of enrolments and qualifications completed and units of competency awarded in the previous calendar year by each RTO. Source: NCVER Support site

44 Quality Indicator Reporting Based on 2016 calendar year Survey results must be submitted by 30 June each year This is mandatory Not reporting on time will impact on your risk rating and you would be non-compliant in relation to Data Provision Requirements amongst other standards.

45 The Regulators Australian Skills Quality Authority (ASQA) Please see the Data provision section of the AQSA website and the General direction Quality Indicators publication. Victorian Registration and Qualifications Authority (VRQA) Please see the Reporting on AQTF Quality Indicators section of the VRQA website. Western Australia Training Accreditation Council (WA TAC) Please see the Maintaining Compliance section of the WA TAC website and the RTO Reporting Requirements publication. Source: NCVER Support site

46 Quality Indicator Reporting Learner Engagement Survey & Employer Satisfaction Survey Historical SMART software Survey is mandatory wording cannot be changed OPTIONAL: ACER charges to collect the data online Must summarise and submit via a Summary Report note requirements for your regulator

47 Quality Indicator Reporting Summary Send an to your regulator ASQA - qidata@asqa.gov.au VRQA - vet.qi@edumail.vic.gov.au TAC - tacqi@des.wa.gov.au Include one of the following attachments: ASQA - Quality Indicator Annual Summary Report VRQA Reporting of Learner Engagement and Employer Satisfaction Quality Indicator Template TAC Quality Indicator Summary (no prescribed template but dot points required)

48 Additional Resources VET Quality Indicator Services (VETQIS) ContinuousImprovement.pdf Services.pdf Velg Training Knowledge Hub Spreadsheet for tallying

49 Using Quality Indicator Data Clause 2.2b The RTO systematically evaluates and uses the outcomes of the evaluations to continually improve the RTO s training and assessment strategies and practices. Evaluation information includes but is not limited to quality/performance indicator data collected under Clause 7.5, validation outcomes, client trainer and assessor feedback and complaints and appeals.

50 Data Checking

51 Data checking The RTO should have a process for checking the accuracy of data for learner progress This process should be in your policies and procedures All trainers should be aware of the process during their induction The Data Management Officer should also be aware of the process

52 Data checking Velg Training sample text for Procedures VET trainers must maintain accurate and current records of each learner s progress towards and achievement of competencies. These records will be forwarded for entry on the RTO s AVETMISS/LMS software on a weekly basis. The data recorded on the LMS will be printed out and returned to the VET trainer and the Curriculum Manager for checking. Once approved as accurate, the Data Management Officer and the RTO Manager are notified to this effect. When the learner nears completion for the full qualification, the VET trainer then checks learner achievements against the qualification packaging rules. When the learner has achieved the requirements for completion of the qualification, the Data Management Officer and the RTO Manager are notified to complete the recording process for the learner. The data recorded on the LMS will be printed out and returned to the VET trainer and Curriculum Manager for checking. Once approved as accurate, the Data Management Officer and the RTO Manager are notified to this effect.

53 DATA Other Data to Check Register of qualifications issued Units of competency enrolled Units of competency completed Qualifications enrolled Qualifications completed TAC Client Qualification Register (CQR) Cross checking between qualifications (for credit transfer) Scope of Registration USI ensure for all learners prior to issuing Marketing material & register Material provided to students

54 DATA State Requirements Each state training authority has their own data reporting requirements for funded training Ensure you meet these additional requirements For example, WA has RAPT reporting requirements This was outlined in a previous webinar

55 Key VET sector updates

56 Key VET sector updates ASQA Update AISC Update VSL Provider List CEO Conference National VET Conference

57 ASQA Latest News Extended transition period ICP30715 Extended transition period TAE10 Skill Sets TAE implementation webcast recording Updated National Code of Practice for Providers of Education and Training to Overseas Students Student centred audit approach Transition to replacement qualifications Extension to 18 months

58 ASQA Update: Submission obligations TAE Transitions Training Provider Briefings

59 AISC Communique %202017%20Communique.pdf

60 VET Student Loans

61 CEO Conference Program Gerry Gannon (MC) The Hon. Karen Andrews Alex Malley The Hon. Michael Lavarch Jonathan Chew Lynne Schinella Keith Abraham John Price Claire Field Darrel Vecchio Matt Peachey Location Park Hyatt Melbourne Cost $770 members $880 non-members

62 National VET Conference Program DET, ASQA, RTO Management & Compliance, Training & Assessing, VET Shaper, Foundation Skills, elearning Quality Engagement and Gen C; the Sharp Edge of Compliance Sometimes!; Discover your Second Half Hero; and A Guide for RTO Managers. Master Classes Sydney ICC Master Classes 13 September 2017 Conference September 2017

63 What we covered Training and assessment strategies Industry engagement activities Validation activities Streamlined training packages Assessment methods Quality Indicator reporting Data checking Key VET sector updates

64 Next session Third party arrangements Marketing & transition planning Extension to scope process Managing registration Planning for internal reviews Fee collection arrangements Educational and support services Key VET sector updates Released 14 August 2017

65 Live Q&A session with Carol Hunter 22 May am 12.00pm (AEST: QLD)

66 Contact us 1/52 Jeffcott Street Wavell Heights QLD 4012 P F E webinar@velgtraining.com W velgtraining.com