VET Manual Part A. QA09 Standards of Operations manual

Transcription

1 VET Manual Part A QA09 Standards of Operations manual

2 Table of Contents Warning Uncontrolled when printed. The current version of this document is located in Dropbox Quality Assurance Authorised by: Executive Director Darryl Scott Original Issue: 30/06/2015 Version Number: 1.00 Current Version: 30/06/2015 Review Date: 01/07/2016 National Provider Number QA09 Standards of Operations manual

3 Acronyms and abbreviations used in this Manual AAC AASW AIWCW AQF ASQA AVETMISS CSHIC CSIT DETE GTO IAP ICT IRP LLN NCCOS NCVER NRT NVR PEO RCC RPL RTO SNR SRTO USI Unit VELG VET Australian Apprenticeships Centre Australian Association of Social Workers Australian Institute of Welfare and Community Workers Australian Qualifications Framework Australian Skills Quality Authority Australian Vocational Education and Training Management Information Statistical Standard Community Services and Health Industry Council Community Services institute of Training Department of Education, Training and Employment Group Training Organisation Internal Audit Process Information Communication Technology related to the USI Internal Review Process Language, literacy and numeracy National Competency Completion Online System National Centre for Vocational Education Research Nationally Recognised Training National VET Regulator Principal Employer Organisations Recognition of Current Competency Recognition of Prior Learning Registered training organisation Standards for Continuing Registration Supervising Registered Training Organisation National Unique Student Identifier Unit of Competency VELG Training offers professional development in the VET sector Vocational Education and Training QA09 Standards of Operations manual

4 Code of Practice COMMITMENT Community Services Institute of Training Pty Ltd (CSIT) is an organisation dedicated to furthering the skills of people involved in the welfare and community sector. Our staff are people who, through personal work experience, professional training and field education, have the requisite values, attitudes, knowledge and skills to assist students and employers in their quest to enhance the sector. Through team teaching or individual attention, we aim to facilitate social welfare agencies and programs to promote, relieve or restore the social functioning of individuals, families, social groups or larger communities. As current or former welfare and community workers, we are concerned with the promotion of the worth and wellbeing of all individuals regardless of racial origin, sexuality, gender, age, ability or social status. Our teaching reflects this approach and is focussed on maximising the human potential and worth of all persons. COMPLIANCE CSIT is bound by, and complies with the conditions described within the Standards for Registered Training Organisations (RTOs) 2015, the VET Quality Framework and those imposed by ASQA on the registration of a particular RTO. The Institute also abides by relevant State and Commonwealth legislation. Access and Equity policies are incorporated into operational procedures. CSIT (Inc.) prohibits discrimination towards any group or individuals in any form. In addition, CSIT abides by the Australian Association of Social Workers (2010) Social Work Education and Accreditation Standards i principles, standards and graduate attributes for social work education in Australia. CULTURAL CONSIDERATIONS Accordingly, we acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians, whose lands, winds and waters we all now share, and pay respect to their unique values, and their continuing and enduring cultures which deepen and enrich the life of our nation and communities. CSIT commits to acknowledge and understand the historical and contemporary disadvantage experienced by Aboriginal and Torres Strait Islander peoples and the implication of this for social work practice. As such, we are responsible for ensuring that our practice is culturally competent, safe and sensitive ii. QA09 Standards of Operations manual

5 GLOSSARY Access and equity means policies and approaches aimed at ensuring that VET is responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment or remote location may present a barrier to access, participation and the achievement of suitable outcomes. Accredited short course means a course accredited by the VET Regulator in accordance with the Standards for VET Accredited Courses that leads to an AQF statement of attainment. AQF certification documentation is the set of official documents that confirms that an AQF qualification or statement of attainment has been issued to an individual. AQF qualification means an AQF qualification type endorsed in a training package or accredited in a VET accredited course. Assessment means the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course. Assessment system is a coordinated set of documented policies and procedures (including assessment materials and tools) that ensure assessments are consistent and are based on the Principles of Assessment contained in Table 1.81 and the Rules of Evidence contained in Table Assessors are persons who assess a learner s competence in accordance with Clauses 1.13 to Audit means an audit or compliance audit undertaken by the VET Regulator. Australian Qualifications Framework (AQF) means the framework for regulated qualifications in the Australian education and training system, as agreed by the Commonwealth, State and Territory ministerial council with responsibility for higher education. Authenticated VET transcript has the meaning given in the Student Identifiers Act Client means a learner, enterprise or organisation that uses or purchases the services provided by an RTO. Code means the unique identifier for units of competency, skill sets, VET accredited courses, modules, AQF qualifications or training packages as required by the Standards for Training Packages and Standards for VET Accredited Courses. Competency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. Current industry skills are the knowledge, skills and experience required by VET trainers and assessors and those who provide training and assessment under supervision to ensure that their training and assessment is based on current industry practices and meets the needs of industry. Current industry skills may be informed by consultations with industry and may include, but is not limited to:. a) having knowledge of and/or experience using the latest techniques and processes;. b) possessing a high level of product knowledge;. c) understanding and knowledge of legislation relevant to the industry and to employment and workplaces;. d) being customer/clientoriented; QA09 Standards of Operations manual

6 . e) possessing formal industry and training qualifications; and. f) training content that reflects current industry practice. Data Provision Requirements are the requirements for data provision as agreed by the Industry and Skills Council and implemented by the VET Regulator as required by its governing legislation. Educational and support services may include, but are not limited to:. a) preenrolment materials;. b) study support and study skills programs;. c) language, literacy and numeracy (LLN) programs or referrals to these programs;. d) equipment, resources and/or programs to increase access for learners with disabilities and other learners in accordance with access and equity;. e) learning resource centres;. f) mediation services or referrals to these services;. g) flexible scheduling and delivery of training and assessment;. h) counselling services or referrals to these services;. i) information and communications technology (ICT) support;. j) learning materials in alternative formats, for example, in large print;. k) learning and assessment programs contextualised to the workplace; and. l) any other services that CSIT considers necessary to support learners to achieve competency. Executive officer means:. a) a person, by whatever name called and whether or not a director of the organisation, who is concerned in or takes part in the management of CSIT; or. b) an administrator, receiver and manager, or liquidator of the organisation (other than a receiver and manager, or liquidator, appointed by a court); or. c) if CSIT is a body corporate: i. a person who, at any time during a period for which the organisation is registered, owns 15% or more of the organisation; or ii. iii. a person who, at any time during a period for which the organisation is registered, is entitled to receive 15% or more of dividends paid by the organisation; or the administrator of a deed of company arrangement executed by an organisation; or iv. a trustee or other person administering a compromise or arrangement made between the organisation and another person or other persons. Financial Viability Risk Assessment Requirements means the requirements made under section 158 of the National Vocational Education and Training Regulator Act 2011 or equivalent requirements made or adopted by the VET Regulator of a non referring State as the case requires. QA09 Standards of Operations manual

7 Government entity means:. a) a Department of State of the Commonwealth; or. b) a Department of the Parliament established under the Parliamentary Service Act 1999 of the Commonwealth;. c) an Executive Agency, or Statutory Agency, within the meaning of the Public Service Act 1999 of the Commonwealth;. d) a Department of State of a State or Territory; or. e) an organisation that: (i) is not an entity; and (ii) is either established by the Commonwealth, a State or a Territory (whether under a law or not) to carry on an enterprise or established for a public purpose by an Australian law; and (iii) can be separately identified by reference to the nature of the activities carried on through the organisation or the location of the organisation whether or not the organisation is part of a department or branch described in paragraph (a), (b), (c) or (d) or of another organisation of the kind described in this paragraph. High managerial agent means an employee or agent of the organisation with duties of such responsibility that his or her conduct may fairly be assumed to represent the organisation in relation to the business of providing courses. Independent validation means, for the purposes of Clause 1.25, that the validation is carried out by a validator or validators who:. a) are not employed or subcontracted by CSIT to provide training and assessment; and. b) have no other involvement or interest in the operations of CSIT. Industry means the bodies that have a stake in the services provided by RTOs. These can include, but are not limited to:. a) enterprise/industry clients, e.g. employers;. b) group training organisations;. c) industry organisations;. d) industry regulators;. e) industry skills councils or similar bodies;. f) industry training advisory bodies; and. g) unions. Industry and Skills Council means the Commonwealth, State and Territory ministerial council established by the Council of Australian Governments (COAG), or its successor. Industry engagement, for the purposes of Clauses 1.5 & 1.6, may include, but is not limited to, strategies such as:. a) partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprise RTOs; QA09 Standards of Operations manual

8 . 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. Industry regulator means a body or organisation responsible for the regulation and/or licensing arrangements within a specific industry or occupation. Learner means a person being trained and/or assessed by CSIT for the purpose of issuing AQF certification documentation. Licensed or regulated outcome means compliance with an eligibility requirement for an occupational licence or a legislative requirement to hold a particular training product in order to carry out an activity. Mode of delivery means the method adopted to deliver training and assessment, including online, distance, or blended methods. Module means a group of learning outcomes in a VET accredited course where it can be established that it is not possible to develop an appropriate unit of competency. National Register means the register maintained by the Commonwealth Department responsible for VET and referred to in section 216 of the National Vocational Education and Training Regulator Act Nationally Recognised Training (NRT) Logo means the logo used nationally to signify training packages and VET accredited courses. Operations of an RTO include training, assessment and administration and support services related to its registration, including those delivered across jurisdictions and offshore. Person includes a body politic or corporate as well as an individual. Professional development means activities that develop and/or maintain an individual s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency based training and assessment. Examples of professional development activities include:. a) participation in courses, workshops, seminars, conferences, or formal learning programs;. b) participation in mentoring, professional associations or other learning networks;. c) personal development through individual research or reading of publications or other relevant information;. d) participation in moderation or validation activities; and e) participation in industry release schemes. Recognition of Prior Learning (RPL) means an assessment process that assesses the competency/s of an individual that may have been acquired through formal, non formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses.. a) formal learning refers to learning that takes place through a structured program of instruction and is linked to the attainment of an AQF qualification or statement of attainment (for example, a certificate, diploma or QA09 Standards of Operations manual

9 university degree);. b) nonformal learning refers to learning that takes place through a structured program of instruction, but does not lead to the attainment of an AQF qualification or statement of attainment (for example, inhouse professional development programs conducted by a business); and. c) informal learning refers to learning that results through experience of work related, social, family, hobby or leisure activities (for example the acquisition of interpersonal skills developed through several years as a sales representative). Record means a written, printed, or electronic document providing evidence that activities have been performed. Registrar has the meaning given in the Student Identifiers Act Registration means registration as an RTO by the VET Regulator, where that registration is then entered on the National Register. RTO means a Registered Training Organisation. RTO code means the registration identifier given to CSIT on the National Register. Scope of registration means the training products for which an RTO is registered to issue AQF certification documentation. It allows CSIT to:. a) both provide training delivery and assessment resulting in the issuance of AQF certification documentation by CSIT; or. b) provide assessment resulting in the issuance of AQF certification documentation by CSIT. Services mean training, assessment, related educational and support services and/or any activities related to the recruitment of prospective learners. It does not include services such as student counselling, mediation or ICT support. Skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement, or a defined industry need. Standards for VET Accredited Courses are the standards made under subsection 188(1) of the National Vocational Education and Training Regulator Act 2011 or the equivalent requirements adopted by a nonreferring State. Statement of attainment means a statement issued to a person confirming that the person has satisfied the requirements of the unit/s of competency or accredited short course specified in the statement. 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. Student Identifier has the meaning given in the Student Identifiers Act Third party means any party that provides services on behalf of CSIT but does not include a contract of employment between an RTO and its employee. Trainers are persons who provide training in accordance with Clause 1.13, 1.14 and Training is the process used by an RTO or a third party delivering services on its behalf, to facilitate learning and the acquisition of competencies in relation to the training product on CSIT s scope of registration. Training and assessment strategies and practices are the approach of, and method adopted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package or accredited course. QA09 Standards of Operations manual

10 Training Package means the components of a training package endorsed by the Industry and Skills Council or its delegate in accordance with the Standards for Training Packages. The endorsed components of a Training Package are: units of competency; assessment requirements (associated with each unit of competency); qualifications; and credit arrangements. The endorsed components form part of the requirements that an RTO must meet under these Standards. A training package also consists of a nonendorsed, quality assured companion volume/s which contains industry advice to RTOs on different aspects of implementation. Training Product means AQF qualification, skill set, unit of competency, accredited short course and module. Unit of competency means the specification of the standards of performance required in the workplace as defined in a training package. 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. VET means vocational education and training. VET accredited course means a course accredited by the VET regulator in accordance with the Standards for VET Accredited Courses. VET Quality Framework comprises:. a) the Standards for Registered Training Organisations. b) the Australian Qualifications Framework. c) the Fit and Proper Person Requirements. d) the Financial Viability Risk Assessment Requirements. e) the Data Provision Requirements VET Regulator means:. a) the National VET Regulator; and. b) a body of a nonreferring State that is responsible for the kinds of matters dealt with under the VET legislation for that State. QA09 Standards of Operations manual

11 Explanatory note This Standards of operations Manual is aligned to Standards for Registered Training Organisations (RTOs) 2015 requirements and also the CSIT Policy and Procedure Manual The Standards for Registered Training Organisations (RTOs) 2015 have Seven Standards and Seven Schedules outlines to be met by CSIT, they include: Standard 1 Standard 2 Standard 3 Standard 4 CSIT s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses. The operations of CSIT are quality assured CSIT issues, maintains and accepts AQF certification documentation in accordance with these Standards and providers access to learner records Accurate and accessible information about an RTO, its services and performance is available to inform prospective and current learners and clients Standard 5 Standard 6 Standard 7 Schedule 1 Schedule 2 Schedule 3 Schedule 4 Schedule 5 Schedule 6 Each learner is properly informed and protected Complaints and appeals are recorded, acknowledged and dealt with fairly, efficiently and effectively. The RTO has effective governance and administration arrangements in place. CSIT Training Qualification Requirements Independent Validation requirements Fit and Proper Person Requirements Condition of Use of NRT Logo AQF Insurance Policy Requirements Protecting Fees Requirements QA09 Standards of Operations manual

12 Standard 1 CSIT s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses. MEETING REQUIREMENTS OF TRAINING PACKAGES/ACCREDITED COURSES It is CSIT policy that all training and assessment strategies: Meet the requirements of the Training Package or accredited course Are clearly informed by industry requirements and learners needs, and Are systematically reviewed. Continuous improvement CSIT has a commitment to providing a quality service and a focus on continuous improvement. We value feedback from our clients and industry representatives. Continuous improvement of these processes involves: Annual review of training and assessment strategies Review of consultation process, including responses to such consultations Review of how changes are made to training and assessment and supporting resources. QA09 Standards of Operations manual

13 Continuous improvement in the Assessment System A FO77 Training and Assessment Strategy document, which is developed for each qualification or skill set, unit of competency, accredited short course or module. Updates of training packages (from training.gov.au) are the foundation base to any training and assessment material that is developed or purchased by CSIT. CSIT subscribes to regular updates from ASQA, VELG, VET, Training Work, IBSA, training.gov.au and Community Services and Health Industry Skills Council. CSIT implements a plan for ongoing systematic validation of the FO77 Training and Assessment Strategy, which outlines the assessment practices and judgements of each training occurrence cycle, conducted under the scope of CSIT (see table below). The staff of CSIT must hold the TAE40110 and if an industry representative was to teach on industry experiences or practices, they would not be able to assess without holding the TAE40110 in the service of CSIT. Other requirements of all staff are industry knowledge and skills and holding a certificate the same level as the person teaches or assesses. Assessment System FO77 Training and Assessment strategy FO35 Industry Training and Assessment Need Analysis FO40 Record of INDUSTRY TAS and Assessment Consultaion Validaion FO38 CSIT Internal Validaion of TAS Mapped to Training Package requirements (training.gov.au) Mapping Tool per Qualificaion Teacher's Assessment Kit Guidelines FO37 Assessment Validaion Checklist FO45 Internal Judgement on Student Work Independent Valadaion Report FO70 Student Assessment Coversheet FO01 and FO02 Evaluaion forms User Choice 3 Month Report Validaion Internal and external Audits DETE Evaluaion Report Feedback / Evaluaion Forms QA09 Standards of Operations manual

14 FO77 Training and Assessment Strategy Standard Code Process CSIT Forms Role Responsible from CSIT 1.1, 1.2c, 1.4 General details for training and assessment RTO and Course Title Type of Qualification or Statement of Attainment (number of units proportion to full Qualification) Operational manager Qualification Rules CSIT Qualification Structure Target Group Industry Documentation Requirements 1.1, 1,2b, 1.2c, 1.3b, 1.3c, 1.3d, 1.6a, 1.7 Delivery Delivery Approach Delivery of Clustered and Stand Alone Units Duration/ Adequate Training Arrangements Operational manager Resources Needed for Assessment and Training Support Services Simulated Workplace Environment Reasonable Adjustment Special learning needs 1.1, 1,2a Entry Requirements and RPL Entry Requirements Students at risk Recognition of Prior Learning (RPL) Operational manager 1.1, 1.6a, 1.7, 1.8a, 1.8b Assessment Assessment Arrangements and Evidence Matrix Operational manager Delivery Schedule 1.3a, 1.6b, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23, , 1.9 Industry Consultation 1.1 Course Outcomes , 1.11, 1.25 Assessment Continuous Staff Training and Assessment Staff and Units Operational manager Record of Industry Consultation Pathways Assessment Validation process Assessment Feedback Operational manager Operational manager Operational manager QA09 Standards of Operations manual

15 Improvement Licensing, Legislative, Regulatory or Certification Considerations Transition Arrangements Licensing Legislative Regulatory or Certification Considerations Funding Funding scheme Contribution fees 1.5 Endorsement Program Manager s Endorsement Client/Industry Stakeholder Agreement Operational manager Operational manager Operational manager Each member of CSIT has access to the Instruction Map for each training program with specialised funding requirements. Each Instruction Map is located with the agency information, which is place on dropbox for staff to access and is kept on file. The instruction map key purpose is to guide a staff member through the correct pathway to ensure the industry and the client has all the required information about the study and their rights and responsibilities. It also inline with the VET training package standards and with the Standards for Registered Training Organisations (RTOs) 2015 have seven standards and seven schedules. It is to assists with quality improvement as all forms and actions are recorded and check. Each staff involved must place their names and date the action completed to ensure each step is being completed correctly by the staff. The Quality manager is the key personal member to complete the last audit on all the documents. Example of Instruction Map INSTRUCTION MAP AUDIT CHECKLIST For User Choice Operational Manager Duties Quality Manager Duties Teacher Duties Instruction The first column describe the action or timeframe, e.g. First Class The second is the list of Forms required to use, e.g. Last Class = 1 st Form Totally Completed the ATF011 Completion agreement 1 All four forms must be done to complete Last Class Activity with forms in USER CHOICE 2nd Form FO76 MAIN COPY Training Record 3 rd Form FO02 Learner questionnaire 4 th Form the Completion Form (BAW and CSIT) QA09 Standards of Operations manual

16 The third is, once this is completed the teacher will need to DATE and WRITE NAME (their name) into the third column The fourth column is for Quality Manager NOTE: Main different between all three funding from QLD DETE is the Enrolment Form (FO15). It must be customised with the qualification outline ( and TAS training plan. The training plan is at the back of the enrolment form and it must have the qualification information displayed the plan must be detailed to the training schedule. The User Choice forms to the other two funding programs (DETE) the difference are the Training Record Plan, Training Plan (separate to enrolment) and Completion Form are only USE CHOICE and not to do the evaluation form call FO102 DETE Training and Assessment Survey. Action Form Number Responsibility Date of Completion and Person name Quality Manager upload complete Agency Forms in Audit Folder Standard First Meeting Forms to be completed WITH Agency for User Choice. Or Single student FO CSIT Start Up Registration Form FO35 INDUSTRY Training and Assessment Needs Analysis ATF013 Employer resource assessment 2 3 If single student: FO103 SINGLE STUDENT AVETMISS Required Data Report (reflect on a TAS report for single student) Operational Manager Administration Office to vary eligibility of students in AISS Preparation of Training and Assessment 4 Complete the FO CSIT Start Up Registration Form FO05 Mapping for CH15 Training Package FO39 Session Plan Template (forward to Operational Manager to add in to TAS Template) Administration Office or Quality Manager Teacher / Operational Manager QA09 Standards of Operations manual

17 Standard Second Meeting Forms to be completed WITH Agency for User Choice. Draft TAS and NEW Assessments Forward for Internal Validation Final TAS to be completed WITH Agency for User Choice. Draft of FO77 TAS Template FO64 RPL Kit or / and FO70 Student Assessment Coversheet with assessments and reading (collected back at next meeting) FO40 Record of INDUSTRY TAS and Assessment Consultation (collected back at next meeting) FO38 CSIT Internal Validation of TAS FO37 Assessment Validation Checklist (Internally or Independent Validator) FO91 Letter of offer FO77 TAS (Final Copy) send to all parties agency, Quality Manager and Teacher Operational Manager Quality Manager Operational Manager First Class Standard Forms to be completed WITH Student for User Choice. First Class to begin Assessment FO85 Student File Checklist FO67 Attendance Form FO72 CSIT LLN Checklist IN04 Complaints and Appeals Process IN03 Acknowledgement of receipt FO15d 2015 CSIT Enrolment Form User Choice Funding FO75 Training Plan Completed FO76 MAIN COPY Training Record FO67 Attendance Form FO07 Equity Implementation Plan (any student who has special needs) FO65 Student Credit Transfer FO46 Workplace Portfolio of Evidence (hand back in second Teacher QA09 Standards of Operations manual

18 First Class Validation of Student attendance to create Avetmiss Second Class class completed or before three core units are completed CHCWHS312A, CHCCS411C and CHCHC311C) FO78 Observation Record for Student Assessment Teacher to forward completed Enrolment Forms Final Copy of TAS STRO from BAW Attendance List Grading report created (21 st every month) ATF013 Employer resource assessment resources/forms.html#e before training starts and the last page, Community Care supervision arrangements and agreement to be completed. Quality Manager Teacher FO46 Workplace Portfolio of Evidence Three Months Period FO02A User Choice Three Month Review FO59 Course Progress Report (student falling behind in study) 5 Teacher Class Four or Five F004 Student Teacher Feedback Marketing FO90 Request for Training Request Completion Forms from Quality manager (one week notice) Completion Forms Teacher Last Class Totally Completed FO76 MAIN COPY Training Record FO02 Learner questionnaire Teacher QA09 Standards of Operations manual

19 ATF011 Completion agreement ( psinfo.qld.gov.au/res ources/pdf/forms/co mpletion.pdf) 6 And Completion Forms To be complete up to 15 days after final grade Completion of the Training and Assessment FO85 Student File Checklist FO84 Group File Lodgement Form FO01 Employer Questionnaire Teacher Operational Manager Student Files FO92 Congratulations on completion of study Letter with certificate FO45 Internal Judgements on Student Work Student Data (30 days after final assessment date) FO82 Delivery Register Qualifications Quality Manager Quality Manager CONSULTATION WITH INDUSTRY Industry access CSIT s training staff maintains links and/or remain working within their respective vocational industries. This ensures that current industry requirements, skills and trends are always included in training. Industry members assist with validating unit outlines and assessment once a unit has been drafted or purchased, and are invited to participate in evaluation process. In order to deliver the most appropriate training, CSIT undertakes a consultation process with agencies and industry to accurately identify students learning needs. This is step one in the validation of Industry or learners needs. The tools to assess with the process are outline below: Standard Code Process CSIT Forms Role Responsible from CSIT 1.1, 1.2a, 1.2c, 1.3b 1 FO35 INDUSTRY Training and Assessment Needs Analysis 1.1, 1.2b, 1.2c, 1.3b, 1.3c, 1.4, 1.6a, 1.6b, 1.7, 1.8a, 1.8b, 1.13, 1.14, 1.15, c, 1.3d,1.8a, 1.8b, 1.9 Operational manager 2 FO77 TAS Template Operational manager 3 FO38 CSIT Internal Validation of TAS Quality manager QA09 Standards of Operations manual

20 1.3c,1.3d, 1.5, FO40 Record of INDUSTRY TAS and Assessment Consultation_CSIT 1.1, 1.2b, 1.2c, 1.3b, 1.3c, 1.4,1.6a, 1.6b, 1.7, 1.8a, 1.8b, 1.9, 1.13, 1.14, 1.15, Independent Validation Operational manager 5 Completed FO77 TAS for agency / student Operational manager Independent Validation is carry out with a person who is holding a TAE40110 and a qualification or skill set at the same level of the qualification or skill set, workplace knowledge and skills and must not be employed, have involvement, interest in the operations or subcontractor of CSIT. INDUSTRY or INDIVIDUAL Training and Assessment Needs Analysis The needs are established through a comprehensive Training Needs Analysis conducted by operational manager to identifying the needs of the industry and learners to establishes the most appropriate link to the training package or VET accredited courses: Standard Code Process Outcome FO35 INDUSTRY Training and Assessment Needs Analysis 1.2a, 1.3b, 1.3d, 1.5, 1.6a, 1.7 Qualitative methods: Quantitative methods: Information on delivery strategy of learners and Industry s resources Training package requirements Staff (learners) profile Industry and learners key needs from the training package Validation of how industry point of view Availability of support services How to Monitor Learning Funding options Organisation documents Learners certificates or inhouse training documents Role Responsible from CSIT Operational manager Operational manager Industry consultation records are kept to demonstrate that each strategy for training and assessment including qualification, unit and elective selection and assessment methodologies is informed by information collected based on industry requirements and learners needs. These records include: Evaluation reports for government funded contracts FO01 Employer Evaluation form (conducted posttraining completion) FO02 Learner Evaluation form (conducted at the midpoint and conclusion of training delivery) FO12 Meeting Minutes (Minuted meetings with management teams) FO40 Record of Industry TAS and Assessment Consultation FO76 Training Record plan (3 monthly review for traineeships only) FO77 Training needs analysis QA09 Standards of Operations manual

21 CONSULTATION WITH CSIT MANAGEMENT Following the Training Needs Analysis, the Operational Manager will collect the training and assessment material to reviewed by questioning if it meets the Agency s needs, including contextualising the training material to contain the policies and procedures of the organisation being trained. External resources Customised and validated learning materials are customised and purchased by staff and students for use in class or at home. These resources are part of the assessment system, which is reflected in the Training and Assessment Strategy documentation. Internal Resources When material is developed inhouse, staff ensures it is industry compliant and recognised by the industry as relevant and up to date. This occurs through regular mediation of material in Staff meetings (as a standing item on the Agenda) and validated by industry, Independent Validation and/or Validation of CSIT Quality manager. Standard Code Process CSIT Forms Role Responsible from CSIT 1.3c, 1.8a, 1.8b, 1.9, 1.13, 1.14, 1.15, c, 1.5, 1.8a, 1.8b, c, 1.9, 1.13, 1.14, 1.15, 1.16 External Resources Internal Assessment and Training material FO37 Assessment Validation Checklist Both documents must be completed: CSIT only FO37 Assessment Validation Checklist Industry Only FO40 Record of INDUSTRY TAS and Assessment Consultation_CSIT Operational manager Quality manager and Industry Key Contact Person TAS FO38 CSIT Internal Validation of TAS Quality manager or Teacher FO37 Assessment Validation Checklist is to be complete by the Quality Manager of CSIT within the standards 1.8, 1.9, 1.10 and 1.11, which outlines the validation timeline of each training product is validated at least once every five years, with at least 50% of products validated within first three years this is to take into account of the risk management process requirements of CSIT. The Quality Manager will bring data to the management and staff meetings discuss the outcomes from completed assessment items, to determine if supplementary training is deemed necessary to complete competencies (FO45 Internal Judgements on Student Work). This validation process is to be taken by one or more persons who are not directly involved in the particular instance of delivery and assessment of the training product. The person must meet the follow standards 1. Vocational Competencies and current industry skills relevant to the assessment being validated 2. Current knowledge and skills in vocational teaching and learning; and 3. Must hold a TAE40110 Certificate IV in training and Assessment or its successor. Transition of training products Standard Code Process CSIT Action Role Responsible from CSIT 1.26 (a) Training package or units of competency is superseded 1.26 (b) Qualification is no longer current and has not been Learner has a year from the date the replacement was release on the National Register Learner has two year from the date the replacement was Operational manager and Quality manager Operational manager and Quality manager QA09 Standards of Operations manual

22 superseded 1.26 (c) Skill set, units of competency, accredited short course or module is no longer current and has not been superseded 1.26 (d) Superseded or no longer current and has not been superseded release on the National Register Learner has a year from the date the replacement was release on the National Register No new learner will be offered the training product as it been removed or delete from the National Register Operational manager and Quality manager Operational manager and Quality manager The FO40 Record of INDUSTRY TAS and Assessment Consultation_CSIT is completed by the Quality manager to validated the FO77 TAS report before it the final copy is sent to the industry and CSIT teacher/s by the Operational manager. It important for the TAS to meets all the requirements of the training package and VET accredited courses as the certificate/s CSIT issued must demonstrate a high quality performance in delivering training and assessment that is integrity, currency and value so that the industry and learner can have confidence in CSIT. A range of different service delivery models developed by relevant industry members under a written agreement with CSIT involved. Relevant internal documents FO01 Employer Evaluation Form FO02 Learner Evaluation Form FO12 Meeting Minutes Template FO40 Record of Industry TAS and Relevant policy Continuous Improvement Policy [and Procedure] Human Resources Policy [and Procedure] Assessment Consultation FO76 Training Record Plan FO77 Training Needs Analysis QA09 Standards of Operations manual

23 Standard 2 The operations of CSIT are quality assured Standard Code Process CSIT forms Role Responsible from CSIT 2.1, 2.2, 2.3, 2.4 Policy Partnerships Policy Operational manager and Quality manager 2.3 Administration record FO29 Partnership Agreement Register 2.1, 2.2, 2.3, 2.4 Written Agreement FO30 Partnership Agreement Document Operational manager and Quality manager Operational manager and Quality manager CSIT Development and Implementation Tools for Quality Assure Training and Assessment FO CSIT Start Up Registraion Form FO CSIT Enrolment Form FO30 Partnership Agreement document FO31 Direct Supervision Arrangement FO46 Workplace Portolio of Evidence FO75 Training Plan FO103 SINGLE STUDENT AVETMISS Required Data Report FO77 TAS Template Obligaions to learners and clients FO07 Equiy Implementaion Plan FO78 Observaion Record for Student Assessment FO39 Session Plan Template FO64 RPL Kit FO65 Student Credit Transfer FO67 Auendance Form FO86 Acknowledgement of receipt CSIT Governance and Administraion FO13 Management Meeing Minutes Template FO12 Meeing Minutes Template FO06 CSIT Banking Form FO18 Staff and Contractor Inducion Checklist FO21 Trainer and Assessor Profile FO24 Hazard Incident Injury Report FO91 Leuer of offer FO92 Congratulaions on compleion of study Leuer QA09 Standards of Operations manual

24 CSIT Monitoring & Evaluation Tools for Quality Assure Training and Assessment FO01 Employer Quesionnaire FO02 Learner Quesionnaire FO03 User Choice Three Month Reveiw FO04 Stdent Feedback Form FO35 Industry Training and Assessment Needs Analysis F037 Assessment Validaion Checklist FO38 Internal Validaion of TAS FO40 Record of Industry TAS and Assessment Consultaion FO45 Internal Judgement on Student Work Obligaions to learners and clients FO14 Complaints and Appeals Form FO59 Course Progress Report FO70 Student Assessment Coversheet FO72 CSIT LLN Checklist FO75 Training Plan FO76 Record Plan FO86 Acknowledgement of Receipt FO102 DETE Training and Assessment Survey CSIT Governance and Administraion FO10 Performance Reveiw and Development Planning Record FO12 Meeing Minutes FO13 Management Meeing Minutes FO24 Hazard Incident Injury Report FO84 Group File Lodgement Form FO85 Student File Checklist QA01 Version Control Register QA05 Management Reveiw Audit Process QA06 Risk management Reporing Process and Register QA08 Compliance Schedule QA10 Markeing and Promoional Material Checklist Internal and external Audits CSIT monitors training and/or assessment services provided on its behalf to ensure that it complies with all aspects of the VET Quality Framework. Where CSIT and an enterprise, industry organisation or other RTO enters a twoway relationship that delivers benefit for both of them (for example sharing resources and information, or the conduct of training and/or certification services), a written agreement will be devised with the other organisation. This agreement will have clear, agreed goals and a focus on longerterm outcomes. In the situation where CSIT partners with an enterprise or industry organisation to deliver inhouse accredited training, the partnership will: Deliver nationally recognised training and qualifications to their employees Be assured of the integrity and quality of the assessments. When a nonregistered organisation partners with CSIT, the partners have the following responsibilities: The training candidate needs to be enrolled with CSIT. Training and assessment records must be kept and transferred to CSIT. CSIT will manage the quality assurance of the training and assessment throughout the life of the agreement. CSIT issues the qualification or statement of attainment. CSIT can only issue a qualification or statement of attainment for those qualifications that appear on its scope of registration. It is CSIT s responsibility to ensure the partner organisation is aware of the training and assessment records that must be kept and transferred to CSIT. A wideranging Partnerships Policy and Procedure outlines the roles and responsibilities of all parties to a partnership arrangement. Relevant internal documents QA09 Standards of Operations manual

25 FO29 Partnership Agreement Register FO30 Partnership Agreement Document FO35 Training Needs Assessment FO75 Training Plan Instruction Map (example in Standard 1) Relevant Policy Continuous Improvement Policy [and Procedure] Partnerships Policy [and Procedure] Training Plans and Training Records Policy [and Procedures] available online at traineeships/procedures/trainingplansrecords.html Skills Queensland Guideline Number 10 Requirements Of A Training Plan For An Apprentice Or Trainee available online from training/apprenticeship_and_traineeship_regulation/regulatory_guidelines.aspx Training and Assessment Folder Obligations to learners and clients Folder CSIT Governance and Administration Folder CSIT Tools and the STAFF Responsibility to Complete and Upload to Dropbox, Audit Collection of CSIT Documents. Operational Manager and (marketing office) Teacher Quality Manager and (administration Office) Folder in Dropbox Audit Documents per Training FO01 Employer Questionnaire Training and Assessment Folder FO02 Learner Questionnaire Training and Assessment Folder FO03 User Choice Three Month Review Training and Assessment Folder F004 Student Feedback Marketing Training and Assessment Folder FO06 CSIT Banking Form CSIT Governance and Administration Folder (located in TAX Folder) FO07 Equity Implementation Plan Obligations to learners and clients Folder FO10 Performance Review and Development Record CSIT Governance and Administration Folder FO11 Complaints and Appeals FO12 Meeting Minutes Template CSIT Governance and Administration Folder

26 FO13 Management Meeting Minutes Template CSIT Governance and Administration Folder FO CSIT Start Up Registration Form Training and Assessment Folder FO CSIT Enrolment & USI Form Training and Assessment Folder FO18 Staff and Contractor Induction Checklist FO21 Trainer and Assessor Profile FO22 Staff Expenditure Form FO23 Student Refund Form FO24 Hazard Incident Injury Report FO30 Partnership Agreement document CSIT Governance and Administration Folder CSIT Governance and Administration Folder CSIT Governance and Administration Folder CSIT Governance and Administration Folder CSIT Governance and Administration Folder CSIT Governance and Administration Folder FO31 Direct Supervision Arrangement FO32 Direct Supervision Meeting Record CSIT Governance and Administration Folder CSIT Governance and Administration Folder FO35 INDUSTRY Training and Assessment Needs Analysis Training and Assessment Folder FO37 Assessment Validation Checklist FO38 CSIT Internal Validation of TAS Training and Assessment Folder Training and Assessment Folder FO39 Session Plan Template Training and Assessment Folder FO40 Record of INDUSTRY TAS and Assessment Consultation Training and Assessment Folder FO45 Internal Judgements on Student Work Training and Assessment Folder FO46 Workplace Portfolio of Evidence FO59 Course Progress Report FO64 RPL Kit Obligations to learners and clients Folder Obligations to learners and clients Folder Training and QA09 Standards of Operations manual

27 Assessment Folder FO65 Student Credit Transfer FO67 Attendance Form FO70 Student Assessment Coversheet FO72 CSIT LLN Checklist FO75 Training Plan Training and Assessment Folder Training and Assessment Folder Training and Assessment Folder Training and Assessment Folder Training and Assessment Folder FO77 TAS Template Training and Assessment Folder FO78 Observation Record for Student Assessment Obligations to learners and clients Folder FO82 Delivery Register_Qualifications FO83 Delivery Register_COA Forms CSIT Governance and Administration Folder CSIT Governance and Administration Folder FO84 Group File Lodgement Form FO85 Student File Checklist Training and Assessment Folder Training and Assessment Folder FO86 Acknowledgement of receipt FO91 Letter of offer FO92 Congratulations on completion of study Letter Training and Assessment Folder Training and Assessment Folder FO94 Media Release Form Obligations to learners and clients Folder FO95 Replacement Certificate or Statement Of Attainment Request Form FO100 Coversheet for learning resources FO101 INDEX page for learning resources Obligations to learners and clients Folder Training and Assessment Folder Training and Assessment Folder FO102 DETE Training and Assessment Survey QA09 Standards of Operations manual

28 FO103 SINGLE STUDENT AVETMISS Required Data Report QA09 Standards of Operations manual

29 Standard 3 CSIT issues, maintains and accepts AQF certification documentation in accordance with these Standards and providers access to learner records CSIT do issue to persons whom it has assessed as competent in accordance with the requirements of the Training Package or VET accredited course a VET qualification or VET statement of attainment (as appropriate) General Admission Flowchart of CSIT Tools to Display and Result Student Grades. They are Not Resulted Yet, Cross Credit, RPL and Compliment on Avetmiss. Standard Code Process CSIT forms Role Responsible from CSIT 3.1, 3.2, CSIT Policy Standard 3, Schedule 5 Outline Quality manager Completed FO77 TAS for agency / student Operational manager FO CSIT Start Up Registration Form (includes the Student Identifier Scheme (USI)) FO CSIT Enrolment Form (Follow up on the Student Identifier Scheme (USI)) IN02 Student Handbook V and IN01 Welcome to study Operational manager Operational manager and Teacher Administration 3.1, FO65 Student Credit Transfer (Cross Credit Grade) Teacher FO64 RPL Kit (see below) (RPL Grade) Teacher FO75 Training Plan Teacher FO39 Session Plan Template Teacher FO78 OBSERVATION RECORD or FO100 Coversheet for learning resources (Compliment Grade) Grading Report (Not Result Yet, Cross credit, RPL and Compliment) Teacher Teacher 3.1, Avetmiss Completion Report Quality manager FO84 Group File Lodgement Form Teacher and Quality manager QA09 Standards of Operations manual

30 Definition of Grades Cross Credit Recognition of Prior Learning (RPL) To be eligible for credit towards a course, the learner or client must have already met the learning/competency outcomes through previous learning. To be eligible for credit towards a course, the learner and/or client must demonstrate that he/she have already completed learning that is: Relevant The qualification code and title are the same and the release number is also the same; current (and cannot have been completed more than 10 years prior to your application); satisfies the learning/competency outcomes of the course related to the unit outline (training.gov.au). Recognition of Prior Learning (RPL) means an assessment process that assesses the competency/s of an individual that may have been acquired through formal, non formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses. Competency Not Result Yet Competency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. No Grades reported (Queensland Government Requirement) QA09 Standards of Operations manual

31 Flowchart of the Grading Process and the Responsibilities in CSIT QA09 Standards of Operations manual

32 Step 1 Operaional Manager (Informaion of Grading Plan) The FO77 TAS for agency / student outline the grading plan for each unit (refer to AQSA Standard 1 Operaional Manager to issue completed FO77 TAS for agency / student to the Teacher Operaional Manager to organise the FO CSIT Start Up Registraion Form with agency Operaional Manager to issue IN02 Student Handbook V and IN01 Welcome to study to the agency to issue to students Step 2 Teacher (Varificaion and Issuing Final Grades) Teacher to read Completed FO77 TAS for agency / student and develop the FO39 Session Plan Template (see AQSA Standard 1) Teacher have student to complete FO CSIT Enrolment Form and collect all USI Teacher will issue at the first point of contact will explain Training Plan at the back of FO CSIT Enrolment Form:: Other forms that can assist will sexng up grading plan FO65 Student Credit Transfer, FO64 RPL Kit, FO75 Training Plan. Ayer assessment are submiued, the Teacher will ensure all assessment paperwork is complete correctly and filed. The administraion (Quality Manager) will issue Grading reports to the Teachers on the 21st of each month. The Teacher will complete the grading report from the assessment coversheets and send it to the administraion to enter into Avetmiss by the 28th off each month. Step 3 Quality manager and administraion FO CSIT Enrolment Form to be entered into Avetmis Grading reports are entered into Avetmiss before the end of the month the Quality Manager will audit 10% of the student files submiued each month this is to evlauted the grading process: FO45 Internal Judgements on Student Work Grading reports are entered into Avetmiss before the end of the month Any completed files (all assessment are completed and all documents are in the student file) FO85 Student File Checklist completed for each file. Cerificate are printed and the file closed ayer payment is received each month cerificates printed 30 days ayer final grading is complete and payment received. To closed a file Avetmiss Compleion Report is printed and filed Guideline Criteria QA09 Standards of Operations manual