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RTO Managers [Beginner]
Session 2
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Webinar overview
• Priorities for annual planning 1
• Annual declaration to the VET regulator 2
• Industry engagement activities 3
• Training and assessment strategies 4
• Validation activities 5
• Assessment methods 6
• Key VET sector updates 7
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Priorities for
Annual Planning
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Summary of deadlines and tasks
AVETMISS data submission – 27 February 2015
STA data submission – different for each state
Standards review – update procedures
Validation schedule
Industry engagement plan
Quality assurance schedule (internal)
Quality assurance schedule (third parties)
PD planning
Quality Indicators 30 June
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State Contacts - AVETMISS data
State Telephone Email
ACT – Education and Training Directorate
(02) 6205 7057 [email protected]
NSW – Board of Vocational Education & Training
(02) 9266 8008 [email protected]
NT – Department of Business, Northern Territory Government
(08) 8935 7715 [email protected]
Qld – Department of Education Training & Employment
(07) 3513 6899 [email protected]
SA – Department of State Development
(08) 8226 3424 [email protected]
Tas – Tasmanian Qualifications Authority
[email protected]
Vic – Department of Education & Training
1300 842 754 [email protected]
WA – Department of Training & Workforce Development
(08) 6551 5281 [email protected]
mailto:av[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]
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NEW AVETMISS fact sheets
Where, when and how do I report my AVETMISS data?
AVETMISS reporting in 8 steps
Unique Student Identifier
file:///C:/Users/kerri/Downloads/Fact_sheet-_Where__when_and_how_do_I_report_AVETMISS_data_.pdffile:///C:/Users/kerri/Downloads/Fact_sheet-_Where__when_and_how_do_I_report_AVETMISS_data_.pdffile:///C:/Users/kerri/Downloads/Fact_Sheet_AVETMISS_reporting_in_8_steps.pdfhttp://www.ncver.edu.au/wps/wcm/connect/891bd038-57b1-4772-a8c7-46d320deb98b/NCVER_DMS-154629-v2-CS_Fact_Sheet_USI_validation.pdf?MOD=AJPERES
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Standards update
Attend webinars, workshops, VET Summit
Go through each clause and review current policies and
procedures
Must be compliant by 1 April so this will be a priority
Note that ASQA has transition arrangements – impact on audits
between Jan-April
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Validation schedule
This session will go in to the details of this
Be aware that time will need to be set aside for validation
activities and there are requirements around who can conduct
this
Ensure staff in each qualification are aware of the changes to
validation
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Industry engagement plan
This session will go in to the details of this
Industry engagement requirements are more specific
Relates not only to the assessment system but also trainers and
assessors and evaluation of resources
Time in your planning will need to be set aside for this
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Quality Assurance Schedule
Standard 2 (2.1 and 2.2) require a systematic approach to
monitoring the compliance of training and assessment strategies and
practices
This will need to take in to account the QI data, validation
outcomes, learner and trainer/assessor feedback as well as data
from complaints and appeals
Plan for a review of all training products on scope
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Third party arrangement
Standard 2 (2.3-2.4) requires systematic monitoring of services
delivered through a third party arrangement
This should be documented in the written agreements
Systematic = planned
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PD planning
Changes to HR requirements
Currency of skills
Currency of VET knowledge
Conduct analysis of all staff to determine needs
Plan ahead when possible to cater for down time
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Quality Indicators
Collection towards the end of courses
2014 data to be analysed this quarter
Look for areas to improve
The Learner Survey Guide and Employer Survey Guide can assist
with analysis
Submit prior to the 30 June deadline
http://industry.gov.au/skills/NationalStandards/Documents/AQTFLearnerSurveyGuide.pdfhttp://industry.gov.au/skills/NationalStandards/Documents/AQTF_EmployerSurveyGuide.pdfhttp://www.asqa.gov.au/verve/_resources/General_direction_-_Quality_indicators_24_April_2012.pdf
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Annual Declaration
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Annual Declaration
Clause 8.4
• The RTO provides an annual declaration on compliance with
these Standards to the VET Regulator and in particular whether
it:
• Currently meets the requirements of the Standards across all
its scope of registration and has met the requirements of the
Standards for all AQF certification documentation it has issued in
the previous 12 months, and
• Has training and assessment strategies and practices in place
that ensure that all current and prospective learners will be
trained and assessed in accordance with the requirements of the
Standards.
Users' Guide to the Standards for RTOs
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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No information available at this
stage
Therefore no action needs to
be taken by your RTO at this stage
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Industry Engagement
Activities
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What do the Standards say?
• Clause 1.5
– 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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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What do the Standards say?
• Clause 1.6
– 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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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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.
Users' Guide to the Standards for RTOs
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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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
Users' Guide to the Standards for RTOs
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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How do you implement this as an RTO manager?
Refer to your duty statements of curriculum leaders and trainers
& assessors to determine who has responsibility for engaging
with industry
If it is not in a duty statement then organisational policies
and procedures need to be followed to ensure it is included in the
duties for the most relevant employees (depends on size and scope
of RTO)
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Ensure understanding
Work with the relevant staff and ensure they understand the
updated requirements of
industry engagement
Consider the definitions of industry and the strategies
Engage!
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Plan it!
What strategies will be used?
Who will be responsible for each area?
Ensure coverage of:
Training and Assessment Strategies
Training and Assessment Practices
Resources
Currency of trainers and assessors
Determine how feedback will be systematically used to improve
outcomes
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Document it!
Proformas
Emails
Annotated materials
Minutes
Other correspondence
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Training and Assessment Strategies
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What is a TAS?
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.
This is your plan! Users' Guide to the Standards for RTOs
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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How often should you use it?
• All the time!!!!
• It is meant to be used – not just be available for audit
• It should be the first reference point for new trainers
• It should be adapted and adjusted for each cohort of students
or client group
• You should have multiple versions of this document(s) to show
continuous improvement
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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
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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
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Validation Activities
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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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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Validation
Moderation
Prior to results being issued – can still be changed
After results are issued – cannot be changed. Used for
future
improvements
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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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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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
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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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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What does this mean?
You need some plans and schedules
Schedule for overall RTO
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
Plan for each product on scope to show more detail as to how it
will meet the overall schedule deadlines and requirements
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.
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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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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Schedule 1
Item Relevant Standard
AQF Qualification or Unit of Competency
1 1.14 1.15
TAE40110 Certificate IV in Training and Assessment or its
successor.
2 1.14 1.15
A diploma or higher level qualification in adult education.
3 1.15 TAESS00001 Assessor Skill Set or its successor.
4 1.18
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.
5 1.23
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
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-training-organisations-2015.html
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What does this mean?
You need some plans and schedules
Schedule for overall RTO
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
Plan for each product on scope
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
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Document
• Schedules and plans
• Qualified validators
• How a statistically valid sample was determined/collected
• A checklist to follow in conducting validation
Ensure you have
documentation to show:
Your RTO will need to ensure the validation process is
documentation
and captured.
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Assessment Methods
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Assessment Methods Methods Examples of Methods Related Tools
Type of
Evidence
Direct observation
• Real work/real-time activities at the workplace
• Work activities in a simulated workplace
• Observation checklist • Questions to
accompany checklists; and
• Instructions to students and assessors
Direct
Structured assessment activities
• Simulation exercises/role plays • Projects • Presentations •
Activity sheets
• Scenario/outline • Instructions for
people involved in the activity
• Instructions to students and assessors
• Observation checklist • Project/ presentation
checklist
Direct
/ I
ndirect
Adapted from: Designing assessment tools for quality outcomes in
VET
http://www.vetinfonet.dtwd.wa.gov.au/Resourcesandlinks/Documents/Publications2013/4
Designing assessment tools 4th Ed (2013).pdf
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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)
• Verbal questions and checklist
• Written questions • Interview
questions and checklist
• Self-evaluation tools
• Knowledge based tests
• Questionnaires • Oral or written
exam questions
Direct
/ I
ndirect
Evidence compiled by the student
Portfolios Collections of work samples Products with supporting
documentation Historical evidence Journals/logbooks Information
about life experience
• Instructions for compilation
• Questions to interview
• Checklists for evaluating
Indirect
/ D
irect
Adapted from: Designing assessment tools for quality outcomes in
VET
http://www.vetinfonet.dtwd.wa.gov.au/Resourcesandlinks/Documents/Publications2013/4
Designing assessment tools 4th Ed (2013).pdf
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Assessment Methods
Methods Examples of Methods Related Tools Type of Evidence
Review of products
Products as the result of a project Work samples/products
Product specifications Instructions to students and assessors
Checklist for evaluating the product
Indirect
Third-party feedback
Testimonials/reports from employers/supervisors Evidence of
training Authenticated prior achievements Interviews with
employers, supervisors or peers
Third party report templates Interview checklists
Supple
menta
ry
Adapted from: Designing assessment tools for quality outcomes in
VET
http://www.vetinfonet.dtwd.wa.gov.au/Resourcesandlinks/Documents/Publications2013/4
Designing assessment tools 4th Ed (2013).pdf
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Key VET sector
updates
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Key VET sector updates
Access ASQA’s information sessions via their YouTube channel
ASQA has published FAQs related to the new Standards
Dept of Industry & Science/Dept of Education &
Training
March 2015 ASQA Update
USIs are now required – full implementation
https://www.youtube.com/user/ASQAvideoshttp://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.htmlhttp://www.asqa.gov.au/news/2734/asqa-update-issue-32-march-2015.htmlhttp://www.asqa.gov.au/news/2735/unique-student-identifiers-are-now-required.html
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What we covered…
• Priorities for annual planning 1
• Annual declaration to the VET regulator 2
• Industry engagement activities 3
• Training and assessment strategies 4
• Validation activities 5
• Assessment methods 6
• Key VET sector updates 7
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Next session…
• Quality Indicator reporting 1
• Annual declaration to the VET regulator (if available) 2
• Data checking 3
• Marketing and transition planning 4
• Streamlined training packages 5
• Planning for internal reviews 6
• Fee collection arrangements 7
• Key VET sector updates 8 Released 11 May 2015
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Live Q&A session with Carol Hunter
16 March 2015 11.00am – 12.00pm
(AEST: QLD)
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Contact us
1/52 Jeffcott Street
Wavell Heights QLD 4012
P 07 38660888
F 07 38660899
E [email protected]
W velgtraining.com
mailto:[email protected]:[email protected]
