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PROVIDER NUMBER: 22300 CRICOS NUMBER: 03221G

STUDENT HANDBOOK

(DOMESTIC STUDENT)

Level 1, 212 King Street, Melbourne, Victoria – 3000Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au

Version 2.0

Technical Education Development Institute(TEDI) PROVIDER NUMBER: 22300 CRICOS NUMBER: 03221G

Level 1, 212 King Street, Melbourne, Victoria – 3000

Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au

True Education Pty Ltd Trading as Technical Education Development Institute Page 2 of 36

Contents Institute Contact Details ........................................................................................................................... 4

Student Contact Officer ............................................................................................................................. 4

Qualification .................................................................................................................................................... 5

BSB30415 Certificate III in Business Administration ................................................................ 5

BSB40215 Certificate IV in Business ................................................................................................ 5

BSB40515 Certificate IV in Business Administration ................................................................. 6

BSB50407 Diploma of Business Administration ........................................................................... 6

BSB51107 Diploma of Management ................................................................................................. 7

BSB60215 Advanced Diploma of Business ..................................................................................... 7

UEE30911 Certificate III in Electronics and Communications ................................................ 8

UEE41511 Certificate IV in Video and Audio Systems ................................................................. 9

UEE50511 Diploma of Electronics and Communication Engineering ................................... 10

AHC41010 Certificate IV in Agribusiness ...................................................................................... 11

CHC50113 Diploma of Early Childhood Education and Care ................................................... 11

Legislative Requirements................................................................................................................... 13

Induction Policy ....................................................................................................................................... 14

Student code of behaviour ................................................................................................................ 14

Student expectations in Workplace Training .......................................................................... 15

Occupational Health and Safety .................................................................................................... 16

National Vocational Education and Training Acts 2011 .................................................... 17

Access & Equity Policy ......................................................................................................................... 17

Fees Charges and Refund Policy .................................................................................................... 18

Assessment Information ................................................................................................................................. 20

Course assessment ................................................................................................................................ 20

Submission of Assignments ...................................................................................................................... 20

In Class Activities/Exercises .................................................................................................................... 21

Assessment Guidelines ................................................................................................................................ 21

The Assessment Policy ............................................................................................................................. 21

Assessment: .................................................................................................................................................. 22

Reassessment ............................................................................................................................................ 23

Definitions .................................................................................................................................................. 26

Backup Discs/Memory sticks ............................................................................................................. 27

Access to Computers ............................................................................................................................. 27

Use of Computers ................................................................................................................................... 27

Use of the internet and the World Wide Web ............................................................................... 27



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Breaches of Copyright .......................................................................................................................... 27

Course delivery ........................................................................................................................................... 27

Credit transfer ............................................................................................................................................ 28

Pathways ................................................................................................................................................... 28

Qualifications to be issued .................................................................................................................. 28

Recognition of prior learning (RPL) ................................................................................................. 28

Student orientation ............................................................................................................................... 28

Training facilities .................................................................................................................................... 28

Student Support Services Policy ............................................................................................................... 29

When developing Learning and Assessment Strategies we define our student‟s needs including: .................................................................................................................................................... 29

Orientation Program ................................................................................................................................. 29

Prior to commencement of study .......................................................................................................... 30

At your first class ...................................................................................................................................... 30

Student support services ........................................................................................................................ 30

Educational Standards ............................................................................................................................. 31

Flexible Training ........................................................................................................................................ 31

Special Needs Support ............................................................................................................................. 31

Reasonable Adjustment ........................................................................................................................... 31

Academic Study Skills Support .............................................................................................................. 32

English language and literacy support ................................................................................................. 32

A student contact officer detail is: ........................................................................................................ 32

Dispute resolution procedure ............................................................................................................ 32

Assessment Appeal Policy........................................................................................................................... 33

Complaints Policy ......................................................................................................................................... 33

Student Security and Safety Policy .......................................................................................................... 35



Ph: 03 9043 3926, Fax: 03 8678 0671

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Institute Contact Details Street Address : Level 1, 212 King Street, Melbourne 3000 Postal Address : Level 1, 212 King Street, Melbourne 3000 Phone : 03 9043 3926 Email : [email protected]

Student Contact Officer

Manpreet Singh Oberoi– Mobile 0411952222

Name Position Phone/Fax/Email

MANPREET SINGH OBEROI CEO P: 03 9043 3926

F: 0386780671

M: 0411952222

E: [email protected]

VIKRAM ARORA TRAINING MANAGER P: 03 9043 3926

F: 0386780671

M: 0403597094

E: [email protected]

SUKHDEEP SINGH ADMINISTRATIVE MANAGER P: 03 9043 3926

F: 0386780671

M: 0433549626

E:[email protected]

Pooja Dave STUDENT SUPPORT P: 03 9043 3926

F: 0386780671

E:[email protected]

24 Hour Emergency Contact Number:

Manpreet Oberoi: 0411952222

mailto:[email protected]

mailto:[email protected]



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


Qualification

BSB30415 Certificate III in Business Administration

BSBITU307 Develop keyboarding speed and accuracy

BSBWHS201 Contribute of health and safety of self and others

BSBCMM301 Process customer complaints

BSBITU302 Create electronic presentations

BSBITU303 Design and produce text documents

BSBITU304 Produce spreadsheets

BSBADM307 Organise Schedule

BSBITU306 Design and produce business documents

BSBITU309 Produce desktop published documents

BSBADM405 Organise Meetings

BSBPRO301 Recommend products and services

BSBSUS201 Participate in environmentally sustainable work

practices

BSBWRT301 Write simple documents

BSB40215 Certificate IV in Business

BSBWHS401 Implement and monitor WHS policies, procedures and

programs

to meet legislative requirements

BSBMKG401 Profile the market

BSBSMB402 Plan small business finances

BSBADM405 Organise Meetings

BSBCMM401 Make a presentation

BSBRES401 Analyse and present research information

BSBSMB404 Undertake small business planning

BSBLED401 Develop teams and individuals

BSBREL401 Establish Networks

BSBWRT401 Write complex documents



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BSB40515 Certificate IV in Business Administration

BSBITU404 Produce complex desktop published documents

BSBITU402 Develop and use complex spreadsheets

BSBWRT401 Write complex documents

BSBCMM401 Make a presentation

BSBADM405 Organise meetings

BSBMKG413 Promote product and services

BSBPRO301 Recommend products and services

BSBPRO401 Develop product knowledge

BSBITU401 Design and develop complex text documents

BSBREL401 Establish networks

BSB50407 Diploma of Business Administration

BSBADM502 Manage meetings

BSBPMG522 Undertake Project Work

BSBADM506 Manage business document design and development

BSBADM504 Plan or review administration systems

BSBFIM502 Manage Payroll

BSBCUS501 Manage quality customer service

BSBWOR501 Manage personal work priorities and professional development

BSBWRT501 Write persuasive copy



Ph: 03 9043 3926, Fax: 03 8678 0671

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BSB51107 Diploma of Management

BSBADM502B Manage meetings

BSBPMG522A Undertake project work

BSBCUS501C Manage quality customer service

BSBHRM506A Manage recruitment, selection and induction processes

BSBITB501B Manage risk

BSBADV509A Create mass print media advertisements

BSBWOR501B Manage personal work priorities and professional

development

BSBWHS501A Ensure a safe workplace

BSB60215 Advanced Diploma of Business

BSBADV602 Develop an advertising campaign

BSBINM601 Manage knowledge and information

BSBINN601 Lead and manage organisational change

BSBMKG608 Develop organisational marketing objectives

BSBMKG609 Develop a marketing plan

BSBSUS501 Develop Workplace policy and procedures for sustainability

BSBMGT605 Provide leadership across the organisation

BSBMGT616 Develop and implement strategic plans



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UEE30911 Certificate III in Electronics and Communications

UEENEEK142A Apply environmentally and sustainable procedures in the energy sector

UEENEEC021B Participate in electronics and communications work and competency

development activities

UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in

the workplace

UEENEEE102A Fabricate, assemble and dismantle utilities industry components

UEENEEE104A Solve problems in d.c. circuits

UEENEEE137A Document and apply measures to control OHS risks associated with

electro technology work

UEENEEH102A Repairs basic electronic apparatus faults by replacement of components

UEENEEH114A Troubleshoot resonance circuits in an electronic apparatus

UEENEEH111A Troubleshoot single phase input d.c. power supplies

UEENEEH112A Troubleshoot digital sub-systems

UEENEEH139A Troubleshoot basic amplifier circuits

UEENEEH113A Troubleshoot amplifiers in an electronic apparatus

UEENEEH138A Fault find and repair complex power supplies

UEENEEH146A Solve fundamental electronic communications system problems

UEENEED101A Use computer applications relevant to a workplace

UEENEEA101A Assemble electronic components

UEENEEA102A Select electronic components for assembly

UEENEEA106A Use lead-free soldering techniques

UEENEED102A Assemble, set-up and test computing devices

UEENEED143A Install and configure a client computer operating system and software

UEENEEH118A Fault find and repair electronic apparatus

UEENEEH169A Solve problems in basic electronic circuits



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UEE41511 Certificate IV in Video and Audio Systems

UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices

in the workplace

UEENEEE038B Participate in development and follow a personal competency

development plan

UEENEEK145A Implement and monitor energy sector environmental and sustainable

energy policies and procedures


UEENEED101A Use basic computer applications relevant to a workplace



electrotechnology work

UEENEEH102A Repairs basic electronic apparatus faults by replacement of components

UEENEEE117A Implement and monitor energy sector OHS policies and procedures

UEENEEC001B Maintain documentation

UEENEEH111A Troubleshoot single phase input d.c. power supplies

UEENEEH112A Troubleshoot digital sub-systems

UEENEEH113A Troubleshoot amplifiers in an electronic apparatus

UEENEEH114A Troubleshoot resonance circuits in an electronic apparatus

UEENEEH139A Troubleshoot basic amplifier circuits

UEENEEH138A Fault find and repair complex power supplies

UEENEEH146A Solve fundamental electronic communications system problems

UEENEEH119A Repair predictable faults in television receivers

UEENEEH117A Carry out repairs of predictable faults in video and audio

replay/recording apparatus

UEENEEH137A Program and commission commercial video/audio systems

UEENEEH136A Design commercial video/audio installations

UEENEEH135A Design custom electronic equipment installations

UEENEEE124A Compile and produce an energy sector detailed report



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


UEE50511 Diploma of Electronics and Communication Engineering

UEENEEE101A Apply occupational health and safety regulations, codes and practices in the

workplace

UEENEEE038B Participant in development and follow a personal competency development

plan

UEENEEE117A Implement and monitor energy sector OHS policies and procedures


electrotechnology work

UEENEEH167A Commission electronics and communications systems

UEENEEH168A Modify/redesign of electronics and communications systems

UEENEEK145A Implement and monitor energy sector environmental and sustainable policies

and procedures

BSBINM501A Manage an information or knowledge management system

BSBMGT502B Manage people performance

BSBMGT516C Facilitate continuous improvement

BSBWOR502B Ensure team effectiveness

UEENEEA101A Assemble electronic components

UEENEEA102A Select electronic components for assembly

UEENEEA106A Use lead-free soldering techniques

UEENEED102A Assemble, set-up and test computing devices

UEENEED143A Install and configure a client computer operating system and software



UEENEEE105A Fix and secure electrotechnology equipment

UEENEEH118A Fault find and repair electronic apparatus

UEENEEH169A Solve problems in basic electronic circuits

UEENEEC004B Prepare specifications for the supply of materials and equipment for

electrotechnology projects

UEENEEC005B Estimate electrotechnology projects



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UEENEEE124A Compile and produce an energy sector detailed report

UEENEEE110A Develop and implement energy sector maintenance programs

UEENEEE118A Establish, maintain and evaluate energy sector OHS systems

UEENEEC006B Prepare tender submissions for electrotechnology projects

UEENEEE015B Develop design briefs for electrotechnology projects

UEENEEE160A Provide engineering solutions for uses of materials and thermodynamic effects

UEENEEE072B Write specifications for electronics and communications engineering projects

UEENEEH148A Design and develop advanced digital systems

UEENEEH182A Develop engineering solutions to RF amplifiers problems

UEENEEE161A Analyse static and dynamic parameters of electrical equipments

UEENEEE163A Analyse material for suitability in electrical equipments

AHC41010 Certificate IV in Agribusiness

AHCOHS401A Maintain Occupational Health and Safety (OHS) processes

AHCOHS301A Contribute to OHS Processes

AHCAGB402A Analyse and interpret production data

AHCBUS401A Administer finance, insurance and legal requirements

AHCBUS403A Support and review business structures and relationships

AHCBUS404A Operate within a budget framework

AHCBUS405A Participate in an e-business supply chain

AHCWRK401A Implement and monitor quality assurance procedures

AHCWRK402A Provide information on issues and policies

AHCAGB301A Keep records for a primary production business

BSBITU401A Design and develop complex text documents

BSBSMB406A Manage small business finances

CHC50113 Diploma of Early Childhood Education and

Care



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


CHCCS400C Work within a relevant legal and ethical framework

CHCECE001 Develop cultural competence

CHCECE002 Ensure the health and safety of children

CHCECE003 Provide care for children

CHCECE004 Promote and provide healthy food and drinks

CHCECE005 Provide care for babies and toddlers

CHCECE007 Develop positive and respectful relationships with children

CHCECE009 Use an approved learning framework to guide practice

CHCECE016 Establish and maintain a safe and healthy environment for children

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

CHCECE018 Nurture creativity in children

CHCECE019 Facilitate compliance in an education and care services

CHCECE020 Establish and implement plans for developing cooperative behaviour

CHCECE021 Implement strategies for the inclusion of all children

CHCECE022 Promote children‟s agency

CHCECE023 Analyse information to inform learning

CHCECE024 Design and implement the curriculum to foster children's learning and

development

CHCECE025 Embed sustainable practices in service operations

CHCECE026 Work in partnership with families to provide appropriate education and care for

children

CHCPRT001 Identify and respond to children and young people at risk

HLTAID004 Provide an emergency first aid response in an education and care setting

HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people

HLTWHS003 Maintain work health and safety

BSBLED401A Develop teams and individuals

CHCORG506E Coordinate the work environment

CHCORG627B Provide mentoring support to colleagues

CHCPOL504B Develop and implement policy

HLTHIR403C Work effectively with culturally diverse clients and co-workers



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


Legislative Requirements The NVR Standards requires those involved in Training and Assessment activities to be aware

of the following legislations, which can be accessed upon request to the Training Manager.

This legislation is continually being updated and, the CEO is responsible for ensuring all staff

are made aware of any changes to current legislation.

Current legislation is available online at www.austlii.edu.au

Current legislation that effects our operations includes but is not limited to the legislation listed

below:

Commonwealth Legislation: (applies to all Participants)

• National Vocational Education and Training Regulator Act 2011

• National Vocational Education and Training (Consequential Amendments) Act 2011

• National Vocational Education and Training Regulator (Transitional Provisions) Act 2011.

• Standards for NVR Registered Training Organisations 2012

• Human Rights and Equal Opportunity Commission Act 1986

• Disability Standards for Education 2005

• Disability Discrimination Act 1992

• Racial Hatred Act 1995

• Racial Discrimination Act 1975

• Sex Discrimination Act 1984

• Privacy Act And National Privacy Principles (2001)

• Skilling Australia's Workforce Bill 2005

• Skilling Australia's Workforce (Repeal and Transitional Provisions) Bill 2005.

• Work Health and Safety Act 2011

• Work Health and Safety Regulations 2011

Victorian State Based Legislation (Applies to Victorian Residents only)

• Education and Training Reform Amendment (Skills) Act 2010

• Victorian Qualifications Authority (Amendment) Bill 2003

• Victorian Qualifications Authority Act 2000

• Education and Training Reform Act 2006

• Occupational Health and Safety Act 2004

• Occupational Health and Safety Regulations 2007 (Victoria has opted out of the national WHS

Act)

• Working With Children Act 2005

• Working with Children Amendment Act 2010



Ph: 03 9043 3926, Fax: 03 8678 0671

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Induction Policy

Technical Education Development Institute‟s Induction Policy is to ensure that all students

entering training and assessment activities are appropriately inducted into the learning

environment.

The format for student induction is as follows;

1. Students should be given a student handbook prior to enrolment.

2. Students will attend a face to face interview to confirm languages skills, pre-requisite

qualifications, required resources for course completion, and comprehension of payment

conditions.

Students will be made aware of their rights and responsibilities in participating in training and

assessment activities and in using equipment and training facilities.

4. Students will be advised on the process for making a complaint.

5. Trainers must ensure that Students are aware of the competencies to be achieved during

thetraining.

6. Trainers are to follow the First Lesson Procedure in the Trainers Handbook:

7. Trainers are encouraged to establish a buddy system among Participants to assist with

orientation to the learning environment.

Recognition of other Qualifications All AQF qualifications and statements of attainment issued by other registered training

organisations will be fully recognised by Technical Education Development Institute. These

qualifications will be recognised and where appropriate could be used to reduce any training

program being offered by us.

Student would be required to produce a certified copy or the original certificate to the CEO or

in some cases the trainer, who will make note of the qualification in our record system. This is

typically applicable where participants produce a pre-requisite qualification for a course they

are currently wishing to undertake.

The Technical Education Development Institute reserves the right to contact the issuing RTO or

provider to confirm the legitimacy of this process. Where required, TEDI may require the

course applicant to assist in this process by providing a signed statement from the applicant

providing the issuing provider with a clear instruction to provide TEDI with the requested

information.

If Technical Education Development Institute is unable to verify the existence of the pre-

requisite qualifications the course applicant will not be permitted to enrol into the course.

Student code of behaviour The Student Code of Behaviour requires the following rights and expectation to be

respected and adhered to at all times.

The right to be treated with respect from others, to be treated fairly and without

discrimination, regardless of religious, cultural, racial and sexual differences, age, disability

or socio-economic status

The right to be free from all forms of intimidation

The right to work in a safe, clean, orderly and cooperative environment

The right to have personal property (including computer files and student work) and the

Registered Training Organisation property protected from damage or other misuse

The right to have any disputes settled in a fair and rational manner (this is accomplished by

the Grievance Procedure)

The right to work and learn in a supportive environment without interference from others

The right to express and share ideas and to ask questions



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• The right to be treated with politeness and courteously at all times

• The expectation that students will not engage in cheating or plagiarism

• The expectation that students will submit work when required.

For non-compliance with the Code of Conduct, the following procedure for discipline will be

followed:

• A member of the Registered Training Organisation staff will contact students in the first

instance to discuss the issue or behaviour and to determine how the issue might be rectified.

This meeting and its outcomes will be documented, signed by all parties and included on the

student‟s personal file. (Step 1)

• Where the issue or behaviour continues, students will be invited for a personal interview

with the Assistant Director to discuss this issue further. This meeting and its outcomes will be

documented, signed by all parties and included on the student‟s personal file. (Step 2)

• Should the issue or behaviour continue, the student would be provided with a final warning

in writing and a time frame in which to rectify the issue a copy of this letter will be included on

the student‟s personal file (Step 3)

• After the three steps in the discipline procedure have been followed, should the issue or

behaviour still continue, training services will be withdrawn and the student will be notified in

writing that his/her enrolment has been suspended or cancelled.

• At any stage of this procedure, students are able to access the Institute complaints and

appeals procedure to settle any disputes that may arise.

Student expectations in Workplace Training

Students undertaking workplace training are required to:

Show enthusiasm and initiative

Act safely

Accept and complete duties planned by the workplace supervisor

Be willing to learn

Listen to instructions and ask questions when unsure because it is better to ask a silly

question than to make a silly mistake

Assist in the planning of your program

Accept and act on advice given by workplace supervisors;

Be polite, courteous and well-mannered throughout the training with all staff members

Avoid distracting other employees unnecessarily from their work

Dress appropriately to industry standards and the workplace.

Be prepared to start your training on time each day

Take only the allocated time for morning, afternoon tea and lunch breaks and return

promptly to your work

Contact your workplace supervisor and the supervising trainer immediately if you are

unable to attend your training

Attend your training for the normal hours of work for that job, unless prior

arrangements have been negotiated by TEDI.

Students will receive a workplace training log book for use at your workplace. It is a

record of skills that you have demonstrated during your workplace training program. This information can be used to:

1. Monitor your progress by the supervising trainer and the training provider;

2. Contribute to advanced standing or recognition of prior learning for further training

programs; 3. Support your applications for employment.



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Occupational Health and Safety As Workplace Health and Safety is a shared responsibility with all employees, training will be

provided to all managers and employees on safe work practices and of their responsibilities

under the Workplace Health and Safety Act and associated Workplace Health and Safety

Legislation.

Management has a responsibility to:

- Meet its obligations through compliance with Workplace Health and Safety Legislation.

- Provide a duty of care through ensuring the Workplace Health and Safety of all workers

at work.

- To provide information and training to employees that will enable them to work safely.

- Ensure safe access to and from the workplace for everyone.

Through risk assessment, control measures and monitoring, provide and maintain workplaces,

plant and systems of work such that employees are not exposed to hazards.

Provide a platform for consultation, information and co-operation between management,

workplace safety officers, representatives and employees in regard to Health and Safety issues

in the workplace.

Employees have a responsibility to:

- Act in a manner that does not endanger your health and safety; or the health and

safety of any other person while at the workplace.

- Comply with instructions given by your employer with regard to health and safety.

- Use personal protective equipment provided by your employer in a manner in which you

have been properly instructed.

- Ensure you do not wilfully or recklessly interfere with, or misuse anything the employer

provides in the interest of workplace health and safety.

- Ensure you do not place at risk the health and safety of any person at the workplace.



Ph: 03 9043 3926, Fax: 03 8678 0671

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National Vocational Education and Training Acts 2011 National Vocational Education and Training Regulator Act 2011 National Vocational Education andTraining (Consequential Amendments) Act

2011 National Vocational Education and Training Regulator(Transitional

Provisions) Act 2011 The National Vocational Education and Training Regulator Acts are part of a national initiative

to promote national standards within the vocational education and training sector by brining all

Australian

RTO‟s under the one regulator.

To date, there are three regulators in Australia, the Federal Australian Skills Quality Authority

(ASQA), and state based authorities in Victoria and in Western Australia. The Technical

Education Development Institute is registered with ASQA.

ASQA accredits vocational education and training courses which lead to a qualification under

the Australian

Qualifications Framework and registers providers under the NVR Standards. The various NVR

Acts:

1. Provide for the accreditation of vocational courses

2. Provide for the registration of persons or bodies that conduct such courses

3. Provide for the approval of persons or bodies (other than official universities) to provide

courses to overseas students, that approval forming the basis for registration under the

Commonwealth Act

4. To promote consistency of standards in vocational education and training

5. To encourage the recognition of vocational courses that are accredited under the Acts.

Access & Equity Policy

The Institutes‟ management and staff provide assistance to all clients to identify and achieve

their desired outcomes. Institute is committed to providing training and assessment services to

all clients regardless of race, religion, sex, socio-economic status, disability, language, literacy

or numeracy.

The access and equity policy of Institute is explained within the staff induction

procedure within all staff recruitments. Special client needs will be identified through initial contact with reception staff, receipt

of application materials, and orientation events prior to the commencement of training

and or assessment.

All Institute staff in following Institute access and equity procedures must follow the

principles of fairness and flexibility in workplace assessment.

Where a conflict between other Institute policies is recognized in applying Institute

access and equity policy, the staff member will report the conflict to Institute

Management.



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Access and Equity training and assessment adjustments must be reported to the next

management meeting.

Fees Charges Victorian Training Guarantee TEDI offers government subsidised training under the vocational training guarantee with

Victorian and Commonwealth Government funding to eligible students.The Victorian Training

Guarantee is making vocational education and training more accessible to people who do not

hold a post-school qualification, or who want to gain a higher level qualification than they

already hold.

**TEDI encourages people with disabilities and diverse backgrounds to apply.

COURSE CODE

AND TITLE

INDICATI

VE

SCHEDU

LED

HOURS

INDICATIV

E TUTION

FEE PER

SCHEDUL

ED HOUR

(FEE FOR

SERVICE)

COURSE

FEE (FEE

FOR

SERVICE)

INDICATI

VE

TUTION

FEE PER

SCHEDU

LED

HOUR (

VTG

SUBSIDI

SED)

COURSE

FEE (VTG

SUBSIDISE

D)

INDICATIV

E

CONCESS

ION

TUTION

FEE PER

SCHEDUL

ED HOUR

( VTG

SUBSIDIS

ED)

COURSE

FEE

CONCESSI

ON (VTG

SUBSIDISE

D)

AHC41010 – Certificate IV in Agribusiness

1051 $10.00 $10,510.00 $0.00 $0.00 $0.00 $0.00

CHC50113 Diploma of Early Childhood Education and care

1918 $5 $9590 $0.00 $0.00 $0.00 $0.00

BSB30412 – Certificate III in Business Administration

665 $4.00 $2,660.00 $2.95 $1,961.75 $0.59 $392.35

BSB40212 – Certificate IV in Business

570 $5.00 $2,850.00 $2.90 $1,653.00 $0.58 $330.60

BSB40507 – Certificate IV in Business Administration

620 $5.00 $3,100.00 $2.90 $1,798.00 $0.58 $359.60

BSB50407 – Diploma of Business Administration

460 $7.00 $3,220.00 $5.00 $2,300.00 $1.00 $460.00

BSB51107 – Diploma of Management

520 $7.00 $3,640.00 $5.50 $2,860.00 $1.10 $572.00

BSB60207 – Advanced Diploma of Business

540 $8.00 $4,320.00 $6.00 $3,240.00 $1.20 $648.00

UEE30911 – 1020 $11.00 $11,220.00 $0.00 $0.00 $0.00 $0.00



Ph: 03 9043 3926, Fax: 03 8678 0671

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Certificate III in Electronics and Communications UEE41511 – Certificate IV in Video and Audio Systems

1280 $10.50 $13,440.00 $0.00 $0.00 $0.00 $0.00

UEE50511 – Diploma of Electronics and Communications Engineering

1600 $6.50 $10,400.00 $0.00 $0.00 $0.00 $0.00



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


Assessment Information

Course assessment

A number of approaches to course assessment are used by theInstitute staff. Assessment

approaches may include: observation of performance in class or laboratories; case studies;

projects; assignments; presentations; role plays; written tests and exams; work experience or

work placement.

Students will be given advance warning of the time and form of any assessment and will not

be expected to sit an assessment they have not prepared for.

Students who are dissatisfied with their assessment outcome may apply for reassessment by

contacting their trainer or assessor.

Students are entitled to a maximum of three assessment attempts for each assessment.

If after three assessment attempts, student‟s competence is “Not Yet Competent”, they will be

required to repeat the unit and pay any fees associated with repeating the unit.

Not attending for an assessment will be counted as one assessment attempt for each

occurrence unless:

a) the student can provide a certificate from a registered medical practitioner indicating

that the student was medically unable to attend the assessment; or

b) The student can provide independent evidence of exceptional compassionate

circumstances beyond the student‟s control, such as serious illness or death of a close

family member to explain the non-attendance at the assessment.

Types of Assessment

Assignment:

An assignment is regarded as any work required for the assessment of competency; the due

date for assignments is final. Assignments received after the due date may not be assessed.

Submission of Assignments

Assignments are usually completed outside normal class times and time allocations are

reasonable.

All assignments should be submitted using the appropriate “assignment Cover Sheet”.

Students should retain a backup copy of their assignments until the original is returned.

All assignments must be presented in word-processed format. All assignments will be

marked on content, in relation to the performance criteria. The assignment outline may

specify a presentation com potent or style of format.

All assignments are to be submitted to your teachers in scheduled class time.

Assignments will not be accepted by any of the Academy staff at any time; they will

only be accepted by the relevant teacher concerned.

Case Studies

A case study is a written or verbal presentation of a situation that either did or could happen in

a related area. Students are then required to solve problems or make decisions.

Presentations

Students may be required to make a presentation to the class, either as an individual or as

part of a group. This usually involves research of the topic, design of the presentation and

selection of appropriate presentation aids such as videos, poster, overhead transparencies, etc.

A written submission may be required to support the presentation.



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Tests

Students may be required to complete a written test. This may consist of short answer

questions, multiple choice, open-ended essay, sentence completion, structured essay, true-

false questions, or matching pair‟s questions.

In Class Activities/Exercises

Students may be assessed by way of an in-class exercise and/or experiential activity during a

class.

Assessment Guidelines

All assessments are identified on the Unit Descriptor as a part of the assessment requirements.

Students who are absent from an assessment due to illness or other serious cause must

apply to the teacher of the unit/s of competency to undertake the assessment at another

time. A medical certificate must be provided to the teacher.

Students must be seated in the classroom at the commencement time.

Pencil cases are not permitted. Students must display writing implements on the desk.

Calculators are permitted.

Foreign language dictionaries must be approved by the teacher/assessor before being

used.

Notes / books are not permitted unless the assessment is designated as open book.

Talking is not permitted.

Bags must be left at the front of the room.

Reading time is permitted in addition to the assessment time. This is usually 5 minutes for

every hour of the assessment, e.g. 5 minutes reading time for a one-hour assessment, 10

minutes for a two-hour assessment, etc.

Late arrivals will only be admitted during reading time.

Students may not leave the classroom during the first thirty minutes, or last ten minutes of

the assessment.

Irregularity for the purposes of student examination or other legitimate assessment

processes

The unauthorised use or attempted use by or for any student of any means to gain unfair

advantage in any examination, test, assignment, essay or other work, the assessment of which

forms part of the final assessment. It includes any action taken by a student which would

constitute an unfair advantage or intentionally fraudulent attempt to demonstrate competency

in an examination or assessment context which forms part of a final assessment. An

irregularity includes misconduct and plagiarism.

The Assessment Policy

During all parts of the assessment process the academic standards and integrity of the

Institute will be maintained and safeguarded and the principles of natural justice will be

followed in all proceedings.

Assessments will be planned, conducted and validated by appropriately qualified staff.

Teachers shall inform students of the requirements for assessments and will ensure that they

have every opportunity, consistent with the policy and procedures, to complete all

assessments for a module/competency.



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This procedure aims to ensure that:

teachers are using the version of the curriculum/training package that relates to the agreed

student program;

assessment covers all elements/learning outcomes of the units of competency/module

being assessed;

academic standards are safeguarded;

assessment is valid, reliable, flexible and fair;

assessment is moderated when appropriate;

Students are provided with timely feedback on assessment.

Assessment: Assessment of all the courses are competency based and to achieve the qualification, the

student must be competent in all the units to be included in the qualification.

Assessment Submission:

Each assessment must have an Assessment Cover Sheet attached. Any submissions

made without an Assessment Cover Sheet will be returned to the student unmarked.

Authenticity Statement: Student has to sign and dated a declaration mentioned on Assessment

cover sheet that the work submitted by them is their own, and has not been copied or

plagiarised from any person or source.

Marking an Assessment:

Under the “AQTF Essential Conditions and Standards for Continuing” Registration Guidelines (Element 1.5)

“Assessment ensures only learners who hold the requisite skills and knowledge are certified as competent.”

Technical Education Development Institute Assessors will only record a student as being

competent (C) once the student has gained a satisfactory result for all assessments for the

unit. Any Individual Assessment that does not meet the requirements of the training package

will be marked as Not Yet Satisfactory (NYC) and will be returned to the student for

resubmission.

Providing Feedback to the student

Feedback will be only be issued to the student using the Technical Education Development Institute “Student Feedback Form”.

The “Student Feedback Form” will record all of the assessment pieces linked to the unit.

Conducting and Recording procedure:

All the assessments/re-assessments need to be conducted as per “assessment of competencies

policy” which provided the detailed information about the system to be used for conducting

and recording assessments.

Duration and record keeping timelines for student‟s assessment record can be accessed from

„record keeping timelines and responsibilities‟.



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Final result:

1.0 If all assessments of the unit is satisfactorily completed = COMP (Competent)

2.0 If any assessment of the unit is not satisfactory completed or didn‟t submitted = NYC

(Not Yet Competent)

Reassessment

Students are entitled to 3 assessments attempts for each assessment. If the student is

unsuccessful after 3 assessments attempts they will be required to repeat the unit and pay the

repeat unit fee. For more details please refer to reassessment policy.

Appeal:

Student have a right to appeals against assessment/re-assessment/CT/RPL outcome, The

essential nature of an appeal is that it is a request by a student to reconsider a decision made

by the Institute. The detailed information about complaint and appeal is mentioned in

“complaint and appeal policy”

Referencing Guide

When you use information in your assessments from other sources (such as text books,

journals or internet articles) you need to source where you found the information.

Referencing in the text of your assessment

When you wish to use exact words from a source of information, you must tell the reader where it is from and use quotation marks. For example:

Neuman and Roskos (1993 p 199) state that, “Children‟s innate interests and need to communicate provide real impetus for language and literacy learning”.

If you wish to use information from a source and wish to write it in your own words, you still

must source the work in the text of your assessment. However, this time, you don‟t need to use quotation marks. For example:

Language and literacy learning entails a lot more than just teaching children the ABC‟s

(Neuman and Roskos 1993).

Note that the page number is only required when you quote text word for word from the text.

Reference list

A reference list is necessary at the end of your assessment and is a list of all the sources of

information used to reference your assessment. For example:

Text Books: Author/s, Date of Publication, Title, Publisher, Place of Publication

Beare, H, Caldwell, B and Millikan, R (1989) Creating an Excellent School – Some New

Management Techniques, Routledge, London.

Electronic Sources: Title, Date, Name and Place, URL

National Childcare Accreditation Council Inc, 2008, Australian Government Department of

Education, Employment and Workplace Relations <http://www.ncac.gov.au>



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Bibliography

A bibliography includes all of the sources of referenced material in your assessment, as well as

a list of materials which you read to help learn and research your assessment work. It shows

your trainer the extent you have gone to research and gain more information in relation to your assessments and tasks. This is written at the very end of your work.

Appendices

An appendix is a document which you may need to attach to your assessment to support your

work. For example, if you write about a policy of a service, you may decide to attach a copy for the reader to support your findings. The following is an example:

The staff in the service all read the policy (refer to Appendix 1) at the meeting and shared some possible changes to be made

Cheatingand Plagiarism:

Cheating and plagiarism in any form is unacceptable and will be treated by an Institute as an

extremely serious matter

Institute staff have a duty to ensure that all participants in training courses understand what constitutes cheating and plagiarism,

and to minimise the opportunity for this to happen

Trainers/assessors must take reasonable steps to ensure all participants who submit work are aware of the institute policy and procedures to avoid cheating and plagiarism

If you use work from other sources without referencing where you found the source, you are

plagiarising. Plagiarising is very serious as it is stealing words from another source, and

claiming it as your own work. Referencing or sourcing your information is therefore vital!

Please ensure you fully source where you found your information and follow the „Referencing Guide‟

.

Plagiarising can include:

Copying another student‟s work

Copying work from a text or source of information without referencing

At Technical Education Development Institute we take plagiarising seriously. If you plagiarise

work, or you give your work to a peer to copy you will have been deemed to have failed the

assessment and will be required to face an academic panel to determine if your enrolment

should be cancelled.

There are two outcomes from the academic panel:

1. The students‟ enrolment is cancelled

2. The student will re-enrol and pay for the required units. The student will be required to

complete these units under the supervision of an Institute trainer.

Detailed information is available on cheating and plagiarism policy, available on institute website

www.tedi.vic.edu.au

Academic integrity is an essential component of teaching and learning. All cases of cheating and

plagiarism are unacceptable and must be reported to the Training Manager. Please refer

Plagiarism and Cheating policy for further details.



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Re-assessment: Students who receive a „NYC‟ may re-submit the assessment twice at free of charge. The first

resit must be completed within 7 days of the first assessment outcome. If the student still

does not pass or obtain competency in the first resit, the student must resit/resubmit the

assessment within 7 days from the first resit outcome. If the student still does not pass or

obtain „Competent‟ for the Unit of Competency, he/she must enrol in the entire unit and pay a

repeat unit fee of $300 per unit.

Student Academic records:

Students wishing to access their own records anytime must put the request in writing to the

Administration Manager using the Student records request form available at reception. This

request will be process within 5 working days.

Receiving your Qualification and Record of Results

On successful completion of your course students will receive a Qualification Certificate and

Record of Results as per institute qualification issuance policy. Please refer to Qualification

Issuance Policy for further detail available at our website www.tedi.vic.edu.au

Expectations: Technical Education Development Institute/the Student

The expectations of the program have been developed specifically for the implementation and

conduct of Vocational Education and Training programs offered by Technical Education

Development Institute. Technical Education Development Institute reserves the right to amend

the expectations to suit the needs of the educational institution as required.

Technical Education Development Institute:

recognises the importance of students receiving a broad-based education, comprising

both general and vocational education and training;

is registered with the Department of Education and Training to provide the vocational education

components of the Training Packages;

has access to the facilities and resources required for the registered vocational education and training programs;

has in place an assessment policy.

has a process in place that enables students to apply for Recognition of Prior Learning (RPL) for the vocational education competencies; and

has a process for addressing any concerns a student may have and offers the students

access to a range of people who can provide him/her with advice and guidance about

the vocational education program at Institute, for example Trainers, Training Manager, Student Support Officer , CEO

Technical Education Development Institute will guarantee to provide ethical student

support services and complete all training and/ or assessment once the student has

commenced study in their chosen qualification or course of study, unless the student

submit a formal letter of withdrawal and notifying the institute they wish to withdraw.



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The Student:

will make a serious commitment to his/her studies at Technical Education

Development Institute.

will make every effort to provide original work, and will refrain from copying the work

of others. Plagiarism can be avoided by using accurate referencing.

will meet the expectations and demands of Technical Education Development Institute

in terms of participation, cooperation, punctuality, successful submission of work and

high standards of behaviour and conduct as outlined in the Technical Education

Development Institute‟s Code of Conduct in the student handbook.

Definitions

Assessment The process of collecting evidence and making

judgements about whether competency has been

achieved or learning outcomes satisfactorily completed.

Graded Assessment Refers to the awarding of marks that contribute to the

final grade of a module/unit.

Irregularity for the

purposes of student

examination or other

legitimate assessment

processes

The unauthorised use or attempted use by or for any

student of any means to gain unfair advantage in any

examination, test, assignment, essay or other work, the

assessment of which forms part of the final assessment.

It includes any action taken by a student which would

constitute an unfair advantage or intentionally fraudulent

attempt to demonstrate competency in an examination

or assessment context which forms part of a final

assessment. An irregularity includes misconduct and

plagiarism.

Misconduct for the

purposes of student

examination or other

legitimate assessment

processes

An action by a student which is in breach of any

legitimate directions issued by the examination

supervisor, or printed on the examination material or

notices. This includes taking into an examination any

material with the intention of using said material to

obtain an unfair advantage.

Moderation The process of establishing comparability of standards of

student performance in order to ensure that assessment

is valid, reliable and fair.

Plagiarism The act of copying and inclusion of another's work,

including information downloaded from the Internet.

Validation The act of reviewing, comparing and evaluating the

assessment processes, tools and evidence contributing

to judgements made by a range of assessors against the

same competency standards.



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Use of computing equipment Backup Discs/Memory sticks

It is strongly recommended that students purchase a memory stick in order to save important

files. Although there is room for student files to be stored on the network, these are deleted at

the end of each term. It is your responsibility to ensure that backup copies of your work are

saved on additional disks.

Access to Computers

No access to Institute computers is permitted unless a staff member is present.

Computers may be made are available if a student wishes wish to do any work outside of

class time. Students will need to check with the Course Co-ordinator regarding their

availability and the supervision requirement.

Use of Computers

Food and drinks are not permitted in computer rooms at any time.

Students are not permitted to load or copy any software, including games, onto Institute

computers.

Disciplinary action will be taken for any breach of these rules.

Use of the internet and the World Wide Web

Students may only browse the internet and use email or chat lines only for the purpose of

their course related research.

Sites known to contain material which is pornographic or illegal under International,

Australian or State laws should not be visited and students should be aware that site visits

may be logged.

Breaches of Copyright Unauthorized use of software images or files is a breach of copyright and is regarded as a

serious matter by the Institute.

It is against Institute policy for students to copy or reproduce any licensed software on the

Institute computing equipment.

Students who abuse the use of computer software images or files will be held legally

accountable.

Non-compliance with Institute policy on computer usage (may result in any of the following):

Suspension of computing privileges

A disciplinary review which may include suspension or expulsion from the Institute

Legal action

Course delivery

A number of approaches to course delivery are used by Institute staff. Course delivery

approaches may include teacher led classroom delivery; workshops; seminars; tutorials and

supervised study. During class time, students will be expected to participate by, for example,

answering questions, giving opinions, demonstrating tasks, working with others in groups,

making presentations and role playing situations.



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Credit transfer Credit transfer applies to situation where students have completed units identical to those they

are currently enrolled for at another provider. Credit will be granted in accordance with the

Credit Transfer Procedure. To apply for credit transfer, students must complete the credit

transfer application form and attach copies of verified documents to support the application.

Pathways

Graduates of the Institute may seek credits to the relevant degree programs in Australian

Universities. The Institute has no special arrangements with any Australian University and

there is no guaranteed entry into University programs.

Qualifications to be issued

Students completing all assessment requirements for a qualification will be awarded a

certificate corresponding to the completed course. Students completing assessment

requirements for part of a qualification will be awarded a Statement of Attainment indicating

which modules or units of competency they have completed.

Recognition of prior learning (RPL)

Recognition of Prior Learning (RPL) is a process designed to recognise previous formal or

informal learning, work and life experiences that the student may have had to the extent that

they are relevant to the course outcomes. The RPL process allows students to receive

recognition under these circumstances and therefore enable them to focus more on areas they

need to achieve competencies in order to gain their qualifications. Students who believe they

already have some of the competencies in the course may apply for Recognition of Prior

Learning (RPL). An essential requirement of RPL is that you can prove that you currently have

the required competencies. Application may only be made after enrolment and payment of fees

and must be made using the RPL application form that will be provided during orientation.

Students must attach verified copies of all relevant documents to the RPL application form.

There is no reduction in tuition fees if RPL is applied for and granted. It is recommended that

student seek advice from the Institute before commencing an RPL application.

Student orientation

Orientation is conducted on the first week of your course. Its purpose is to fully inform new

students of most aspects of life at the Institute and to provide an introduction to studying. In

addition, Institute staff will be introduced; a tour of the Institute and the local area will take

place and an opportunity to ask questions will be given. It is essential that you attend the

orientation program.

Training facilities

The training classrooms and administration is located at Level 1, 212 King Street Melbourne

3000.This location is on a main road about 1 km from the centre of Melbourne. It is easily

accessed by train with frequent services to Southern Cross Station which is a gentle 5 minutes

walk from the Institute.

Students will be given complete information about the location of facilities and travel between

the facilities (including a guided trip between all facilities) during the orientation program run

by the Institute.



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Student Support Services Policy

The training manager, student contact officer, teaching staff and administrative staff of the

Institute are available to provide general advice and assistance with matter such as studying,

homework, English language problems. Students requiring special or intensive assistance must

contact the training manager or the student contact officer who may refer them to external

support services, if required. The Institute will not charge for support services it provides for

referring students to external support services. However, students will have to pay any fees

charged by external support services that they use.

1.0 Requirements

1.1 The Institute will provide the opportunity for students to participate in services or

provide access to services designed to assist students in meeting course

requirements, maintaining their attendance and successfully completing their

course of study.

1.2 The Institute designated member of staff to be the official point of contact for

students is the Administration Manager. The role of the Administration Manager is

to direct a student to the appropriate person within the Institute in the event a

student requires support.

1.3 The Institute will provide the opportunity for students to access course-related

support services to assist with issues that may arise during their study. If the

Institute refers the student to external support services the cost of these services is

to be paid by the student.

1.4 The Student Contact Officer will present a written report on support activities

provided, and opportunities identified for improvement, at each meeting of the

Institute Continuous Improvement Group.

2.0 Definitions

2.1 N/A

3.0 Method

3.1 Learners receive training, assessment and support services that meet their

individual needs.

When developing Learning and Assessment Strategies we define our student’s needs including:

identifying academic requirements and delivery modes

identifying any requirements of the course e.g. literacy, language or numeracy

any issues relating to physical ability, cultural background or educational

background that may prevent the learner from completing their chosen course.

We provide an open door policy for learners so that they can tell us if they

require any additional support service. If we can supply this extra support we

will, otherwise we will try to refer / direct the learner to other organisations or

Government programs that can provide the required support services.

Training manager is responsible for identifying learner needs using the LLN

Assessment and where possible, observing the student completing the

enrolment form(s). Trainers will provide an open door access to learners as

required. Training manager is also responsible for monitoring enrolment forms

for any identified need.

Orientation Program

3.2 An orientation session will be conducted by Institute staff (generally a trainer) prior

to any student commencing training in the Institute programs. The orientation

session will cover the following:



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Prior to commencement of study

Please locate and read the following information in the student information handbook;

Student support

Assessment

Recognition of prior learning / Mutual Recognition

Institute contact people

Complaints and appeals

Plagiarism and cheating

Student code of behaviour

Access and Equity Policy

Academic Performance expectations

Keeping address and contact details up-to-date

Institute facilities and resources

Student National Recognition application form

Student deferral, suspension or cancellation application form

Student refund application form

Student RPL application form

Student complaints and appeals

At your first class

At the commencement of your first session your trainer will detail and explain the

following;

Learning and assessment program

OH&S

Facilities and equipment

Assessment requirements

Questions

Student support services

3.3 The primary mechanism for student support is through the Administration Manager

who is responsible for responding to requests for assistance from students.

3.4 Students requiring additional assistance will be referred to the appropriate Institute

staff, e.g. Student Administrator, Training Manager, Trainers, Admin Officer, Chief

Executive Officer, or to an appropriate external support provider if this is

considered appropriate.

3.5 Before a student is referred to an appropriate external support provider the

Administration Manager must seek approval from the Chief Executive Officer or the

Training Manager.

4.0 Facilities

4.1 Technical Education Development Institute provided students with the range of

facilities to enhance and support their learning experiences, Such as:

Computer and Internet access

Student Common Room

Spacious air-conditioned classroom with modern technological capabilities

Library access

Current research based learning materials and learner friendly resources



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Educational Standards

4.2 The Technical Education Development Institute management will ensure that

adequate learning resources are available and that the environment supports

productive learning:

The Institute will provide an environment that is conducive to an effective

learning process.

All training program content will be delivered with a professional and positive

attitude.

Institute‟s staff members must meet strict qualification requirements before

they are to conduct and validate assessments. All trainers and assessors are

assessed on their experience, competence and person suitability before

employment.

Training will always be carried out to the highest recognised and accredited

industry standards and comply with the requests of the Australian Quality

Training Framework (AQTF)

The student and trainer will work together to identify specific needs.

The learning process will include training components and personal guidance

that address identified needs, and enable participants to achieve vocational

goals.

5.0 Services

Flexible Training

5.1 We establish any special learning requirements students may have prior to the

commencement of training, based on the demographic and previous education

information you supply in the enrolment form. This will help us identify any access

and equity strategies, or learning methods that we may need to engage in order to

maximize your chances of achieving the competencies required for each unit.

Special Needs Support

5.2 If a person with a disability meets essential entry requirements, we shall make

changes or “reasonable adjustments” necessary for that person to perform

essential course-work. Reasonable adjustment is provided to those with a disability

or special need according to individual circumstances. This means providing the

appropriate services and/or facilities for student learning and assessment.

Reasonable Adjustment

5.3 Learning support is facilitated for those with basic literacy, numeracy or English

language difficulties or other identified areas of learning difficulty. Reasonable

adjustment may include but is not restricted to:

Educational support

Alternative assessment methods

Physical disability = more time to complete the assessments

Low literacy or numeracy skills = verbally answering questions OR

demonstrating rather than typing & writing an assessment

Learning and assessment aids

Institute‟s premises provide appropriate access to those with a physical

disability.



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Academic Study Skills Support

5.4 A free service is available to students. Students who wish to take advantage of this

service should see their Course Co-ordinator. In particular, help is available with

time management, assignment preparation, referencing and bibliographies, writing

reports, reading skills, numeracy skills, giving presentations, library research and

note taking. Students are also encouraged to seek assistance from their individual

teachers and Course Co-ordinator with all aspects of their studies to ensure

successful completion of the course.

English language and literacy support

5.5 Help with oral and written English expression, reading comprehension and listening

is available on an individual basis or as a part of a small group.

6.0 Feedback

Technical Education Development Institute monitors and acts on feedback from course

participants and industry stakeholders to provide the most up to date and relevant services.

Student Feedback:

Technical Education development institute use continuous improvement approach by quality of

education and services, student feedback is considered a very appropriate tool improve our

services.

Institute collects student‟s feedback after every 3 months we really appreciate if you spend

your valuable time and provide us feedback; it is optional to mention your name or details on

student feedback form.

Student has an opportunity to provide a feedback of our services at any time by a feedback

request form available from institute reception desk.

As a Registered Training Organisation (RTO), Technical Education Development Institute

operates within the RTO Principles and Standards for NVR Registered Training Organisations.

7.0 Guarantee

Technical Education Development Institute will guarantee to provide student support services

to complete all training and/or assessment once the student has commenced study in their

chosen qualification or course of study, unless the student submits a formal letter of

withdrawal notifying the institute that they wish to withdraw.

8.0 Student Contact Officer

A student contact officer detail is:

Name – Pooja Dave

Phone – 03 9043 3926

Email – [email protected]

Dispute resolution procedure

The Institute has a dispute resolution procedure to provide students with a fair and equitable

process for resolving any disputes or complaints they may have. The dispute resolution

procedure includes a requirement that an independent mediator will be appointed at no

expense to the student if the student is dissatisfied with the resolution process undertaken by

the Institute. The Institute will make no charge to the student for its dispute resolution process

or referral to the independent mediator. If you have a complaint or appeal you should take the

following steps:



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Contact the Institute to obtain a copy of the complaints and appeals procedure and the

application form.

Complete the application form and lodge it with the Institute.

Follow up with the Institute.

Assessment Appeal Policy Technical Education Development Institute is committed to providing a fair and equitable

assessment system.

For this reason an internal appeal process has been established for Students who wish to

challenge the results of as assessment event. If the Student is not satisfied with the result of

the appeal process the Training Manager will advise the student of their rights to further

assistance. In the event of an assessment appeal students should do the following;

1. In the first instance student should raise most assessment related matters with their trainer.

Questions about a particular assessment task, discrepancies in adding up, are examples where

thetrainer can resolve many problems on the spot.

2. If the Participant is not satisfied with the trainer‟s response or the matter is more serious

the Student should obtain and complete an Assessment Appeal Form. This form can be

obtained from the Training Manager. Upon completion of the form the Student should submit it

to the Training

Manager.

3. The Training Manager will use the information provided, and will seek any additional

information from you and the trainer as required. The Training Manager will then make a

decision and communicate this to both the Student and trainer in writing quoting reasons for

the decision.

4. If the Student is still not satisfied the Student should inform the Training Manager. The

Training

Manager should then advise the Student of the appropriate approved independent meditator

they can access further assistance.

5. Outcomes of the results will be sent to the Student in writing explaining the reasons for the

decision.

Complaints Policy

Technical Education Development Institute treats complaints and appeals very importantly and

we will deal with these in an effective and timely manner, typically resolving all complaints

within three weeks.

Technical Education Development Institute will act upon any substantiated complaint or

appeal; these will be recorded into our RTO management system and will lead where

appropriate to continuous improvement activities.

Student/Trainee shall be informed of action to be taken within 48 hours of receipt of Appeals

or Concerns

Grievance form (a copy of this form will be provided upon request and emailed to student) the

entire

Complaints Process should not take any more than 21 days.

The data entry responsibility lies with the CEO.

A student can complain about any aspect of our dealings with them, and the student can

appeal any decision we make, including assessment decisions.

In the first instance that a student is unhappy or dissatisfied with an aspect of our service

delivery, they should consult their trainer in an attempt to quickly resolve the issue.

If the issue is with the trainer, and the student feels that they would prefer not to approach

the trainer, then the Manager is available to discuss the issue.



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Should the complaint or appeal not be resolved in the first instance, then the student is

requested to formally lodge a complaint or appeal by completing either the complaint or appeal

form, these forms are available from the Trainer, or the CEO.

This formal complaint or appeal will be entered into our Complaints or Appeals register for

tracking purposes. This is the responsibility of the CEO.

Should the nature of the complaint refer to criminal matters or where the welfare of students

is in danger, Technical Education Development Institute will, with the permission of the

student, seek assistance from other authorities such The Police, Legal Representative or other

parties as appropriate.

Student confidentiality will be maintained at all times as is consistent with Victorian Law.

Engagement of the external assistance will be the responsibility of the CEO.

Upon Management Institute of Australia‟s receipt of the formal complaint or appeal, the CEO

will be responsible for resolving the issue.

This will involve at least a formal interview with the student, the trainer (if appropriate) and

the

CEO. If this is unable to resolve the issue, then the issue can be escalated to a mutually

agreeable independent person or panel.

The complainant or appellant will be provided with a formal written statement of the resolution

of the complaint or appeal; this will state the reasons for the decision.

The suitable independent person or panel will need to be agreed upon by both the student and

Technical Education DevelopmentInstitute, this could include another external Trainer

Assessor, or it could include independent commercial mediators.



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


Student Security and Safety Policy

Introduction

Technical Education Development Institute places high priority on student security and safety

and therefore does its utmost to enhance its support services for clients in order that they

achieve better living experiences while studying in Australia. Our goal is to provide an

environment which ensures that student welfare is not compromised in any way, and also

assist in circumstances which are not within the classroom or outside the premises of Institute.

Policy

This policy addresses the security and safety measures taken by Institute to ensure that the

goals set out above are met.

1.0 MANAGEMENT STAFF

Management staffs are located at Institute Head Office to monitor and ensure that student

security and safety measures are enforced.

1.1 The CEO visits and checks at all Delivery Sites on a regular basis

Institute City campus (Level 1, 212 King Street Melbourne, Vic – 3000)

1.2 Key personnel are located at Level 1, 212 King Street Melbourne 3000 to monitor

students Personnel involved are: the Chief Executive Officer, Training Manager,

Communications and Student Services Manager.

2.0 TRAVELLING TO AND FROM INSTITUTE& FACILITIES

2.1 There are no classes that operate at Institute outside 0800 hours to 2200

hours on any given day

2.2 The main Delivery Site is on 212 King Street Melbourne 3000: within the inner city road

Network

2.3 All facilities of Institute are located in well lit and high density areas.

2.4 All facilities are next to all modes of public transport: train, trams and buses.

These areas are considered as low risk and therefore safe for public access.

2.5 All facilities are compact and have very close street access providing a

controlled environment.

Although Institute Delivery Sites and facilities are well located and easily accessible

byPublic transport, students are advised to take all practicable steps to ensure their

ownSafety at all times especially where sessions operate after 1800 hours.



Ph: 03 9043 3926, Fax: 03 8678 0671

www.tedi.vic.edu.au


3.0 OCCUPATIONAL HEALTH AND SAFETY

3.1 While Institute will ensure that its premises meet the Australian Occupational

Health and Safety guidelines, students must take all practicable steps to

ensure their own safety while at the Institute.

3.2. Accidents, incidents or hazards occurring within Institute premises must be

reported to personnel or trainers concerned immediately. Students must also

fill out the Incident Report form available at all Course delivery sites.

4. EMERGENCIES AND EVACUATION

This is a written set of instructions to help Institute staff/students deal with incidents or situations

that could pose a threat to life, health or property.

This Emergency Management Plan covers the following emergency situations:

1. Fire

2. Flood

3. Power failure

4. Chemical Spill / Leak

5. Medical Emergencies

6. Violence

7. Bomb Threats

This Emergency Management Plan is based on a practical assessment of potential hazards associated

with Institute workplace (taking into account the size and complexity of the work site) and the

number and type of occupants and the possible consequences of an incident occurring as a result of those hazards. The detail information is on Emergency Management Plan.

Documents

STUDENT HANDBOOK (DOMESTIC STUDENT) - · PDF fileSTUDENT HANDBOOK (DOMESTIC STUDENT) ... BSBPMG522 Undertake Project Work ... BSBSUS501 Develop Workplace policy and procedures for