INTERNATIONAL STUDENT PROSPECTUSmaci.vic.edu.au/wp-content/themes/maci/pdf/MACI... ·...

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WWW.MACI.VIC.EDU.AU

CRICOS: 03490G

RTO:32471

ABN: 31150741272

INTERNATIONAL STUDENT

PROSPECTUS

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TABLE OF CONTENT

3 WELCOME

5 ABOUT MACI

6 STUDENT SUPPORTS

10 FACILITIES

11 COURSE INFORMATION

18 WHY STUDY IN AUSTRALIA

22 COST OF LIVING

23 MAP & PUBLIC TRANSPORT

24 TAKING ADMISSION

26 POLICIES & PROCEDURES

36 TESTIMONIALS

CRICOS: 03490G RTO:32471

@MACI v2.0 January 2019

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WELCOME

The team of Melbourne Advanced Commerce Institute (MACI)

would love to send a very warm welcome to all the students. As a

newly founded education institute in 2018, we are aiming to deliver

a comprehensive commerce courses in diversity that provides

students with the essential skills and entry opportunities in terms of

further education receiving and job-seeking.

As a well-organized and professional educational provider of

commerce, MACI focuses to offer good quality education and

training to students. We currently deliver courses of Diploma and

Advanced Diploma of Business. EAL courses and Leadership and

Management courses will be on scope soon.

Our management and teaching staff are trained with current

qualification, and their relevant industry experience also contribute

to our commitment of providing quality education in excellence.

With great confidence of providing the up-to-standard teaching

aids and facilities in order to simulate and mirror a real working

place condition, we are pursuing to provide the quality education

and guarantee students an enjoyable studying environment.

Located in the center of Melbourne CBD (Level 2, 259 Collins

Street, Melbourne, VIC 3000), MACI is surrounded by various

public transport and shopping centers which can support students

in a convenient environment.

In order to facilitate our students to have a better adaption, this

Brochure also contains student guidance of Pre-Departure/Arrival

in order to provide students with as much support as possible for a

smooth and comfortable transition period before beginning at

MACI and arrival in Melbourne. It also contains some useful

information and suggestion on what you need to guarantee a

pleasant journey to Australia.

Thank you for choosing MACI, we are confident that you will

equip yourselves with the capacity of seeking meaningful career

opportunities. From now onwards, you are going to experience a

new colorful life that will definitely change you by providing the

best opportunities and possibilities.

Sharon Diao

CEO

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STUDY OPTION

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About MACI

Experienced Teachers and Trainers

In MACI, we have strict teacher-selection criterion which ensures our education excellence. Teaching staff in MACI wield proficient teaching skills to provide students with solid knowledge and skills as well as encourage students to form their own ideas and thoughts. Most of our teachers and trainers are professionals who have abundant working experience in their chosen fields, which means the knowledge and skills delivered by them will be tailored for industry needs.

Approachable student service MACI attaches importance to student service as we care every student with us. Staff in MACI will be willing to help with problems regarding academic performance, living arrangements, and all other problems & concerns. Student could contact us by e-mail, phone calls, or visit us at our conveniently-located campus.

Well-Designed Courses

Courses in MACI are well structured with theoretical knowledge-delivering and practical skills-training. Simulations will be built in classes to let student experience real workplace scenarios and get prepared for possible problems that they may encounter in their future careers. In addition, courses in MACI values competence-oriented education and emphasis on comprehensive competence-building.

Promising career outcomes

Qualifications provided by MACI are internationally-recognized which enables students to seek employment opportunities around the world. Also, MACI maintains close contacts with industry partners which provides students with industry insights and placement opportunities. Successful graduates will be equipped with sound ready-for-work knowledge and skills.

VET Qualification

MACI is a registered training organization (RTO) which has distinctive features regarding its practical course orientation, flexible intakes, and affordable tuition fees. VET graduates will be able to perform sound knowledge and practical skills which will be highly appreciated by future employers.

Convenient Location MACI is conveniently located in Melbourne CBD which provides students with accessible public transportation, various restaurants, supermarkets, shopping malls and other public facilities. Studying with us will enable students to experience modern Melbourne life and culture.



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Student Support

You can access a whole range of support service as a MACI student. We understand that starting your life as an institute student is exciting, but that it also involves changes that can be challenging. We will work to make your experience at MACI positive. Whatever your needs or circumstances, we have the people, resources, counselling and facilities to help you focus on your studies and training. Make the most of MACI with our free services. Achieve your study goals, stay happy and healthy, and know there is support and assistance when you need it. MACI offers practical help, advice and support to all students.

We also understand the challenges international students face as you adjust to a new culture and environment, make new friends, and successfully complete your studies. Be assured you are not alone. We are here to help.

Student Orientation In your first week a MACI you will get the orientation service. MACI warmly welcomes its new and returning student at an exciting and informative orientation program held at campus.

Orientation is a great way for students to feel part of our MACI community. Attending orientation assists you in settling in to Melbourne and campus life, and to feel confident and prepared for success in your studies. It's also a great opportunity for you to meet new people, make friends and learn more about your new home.

During orientation, we will introduce you to many departments and resources that will make your experience here at MACI unique, while offering you time to familiarize yourself with our campus. Students also enroll at this time and receive timetables, student ID cards etc.

Language Literacy & Numeracy Assistance

To ensure that students start their courses at the correct level, at the time of Orientation, students are also required to do the Literacy, language and Numeracy Assessment.

Australian has a strong consumer protection framework to protect the rights of Australian consumers, including international students in Australia. The Australian Consumer Law includes a national law guaranteeing consumer rights when buying goods and services

Overseas Students Ombudsman The Overseas Students Ombudsman is a specialist role of the Commonwealth Ombudsman(OSO). The OSO investigates complaints about problems that overseas students have with private education and training institutions in Australia. The Ombudsman’s services are free, independent and impartial. You can find out more about this service on their website: www.ombudsman.gov.au

Tuition Protection Service The Tuition Protection Service (TPS) is an initiative of the Australian Government to assist you if your institution (referred to as 'Education Provider' under the TPS) is unable to fully deliver your course of study. The TPS may also assist you if you have withdrawn from, or not started, your course and are eligible for a refund of tuition fees and the institution has not paid them.

The TPS will ensure that you are able to either:

● Complete your studies in another course or with another institution, or

● Receive a refund of your unspent tuition fees.

Under the Tuition Protection Service international students have a number of rights and obligations.

MACI Support Service At MACI we offer a variety of support services to assist our students to develop the personal resilience and skills needed to achieve both their academic and personal goals. Students can access a whole range of support services as a MACI student. ● Face-to-face skill building in referencing, essay

and report writing structure and other study skills

● Help understanding what is expected of you as a student visa holder

http://www.ombudsman.gov.au/

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● Support for general and personal issues that may affect student’s ability to study

● Referral to health services

● Language and academic support We offer free counselling, financial support, help finding accommodation and much more.

Disability Support MACI seeks to remove barriers that students with disabilities may face in private education. We also aim to improve participation, retention and success of students with disabilities, including access to learning environments.

Counselling Counselling services provides professional services to enrolled MACI students that are designed to support students in their personal, psychological, academic, and social development. MACI students can make an appointment with a Student Counsellor to discuss a range of educational and personal issues.

Counsellors can assist with:

● Course options, selection and career pathways

● Study skills ● Student welfare and support ● Fees and payment options ● Linking students to a range of language,

literacy and numeracy support options ● Time management skills ● Personal counselling ● Relation issues ● Referral to other services that can provide

ongoing support with legal, health, accommodation, financial and welfare needs

Our goals are the success for our students in their studies and the promotion of their personal resilience and wellness.

Unique Student Identifier The Unique Student Identifier (USI) ensures that you have access to all your training records online at any time. It makes life easier for you and your employer. If you are a continuing student in Vocational Education, MACI needs your USI number before issuing qualification or if you are new student, you can create your USI or, MACI can apply for your USI on your behalf. For more information, please visit: https://www.usi.gov.au/students

Privacy Statement Personal information may be collected and disclosed to relevant VET regulatory bodies, which may include verification of a student’s previous qualification, NCVER, Commonwealth and State Agencies and Department of Education. Commonwealth and State government agencies will be granted access to enrolment information as requested for specific purposes. Privacy provisions set out how MACI will collect, use, keep, secure and disclose personal information that it has obtained. This also gives the individual or students the right to know that information MACI holds about them and establishes a right to correct that information if it is incorrect.

Training and Assessment

MACI will provide high quality training resources (human and physical) to ensure that the student enrolled in a course of study will have the best possible chance of completing the competency requirements with reasonable support and in a timely manner . MACI (Newton) commits to follow the policies, procedures and other commitments made in the Student Handbook and all other documented MACI policies and procedures.

Student Support Manager

Hi,

My Name is Ankit Patel and I am student

supporting Manager for supporting your

wellbeing. I have experienced in providing

student supporting in many training

organizations.

I am here to help you, please feel free to

contact me.

Ankit Patel

Ankit Patel



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Whether you decide to share a house with friends or commute from home, life as a student at MACI is full of opportunities to interact with your classmates and the trainers and staff. With a range of activities, events, social gathering and great training and delivery facilities, you will get the most out of the student lifestyle at MACI campus.

When you study on-campus, you will get opportunities to develop friendship that may last a lifetime, with students from a variety of backgrounds. Located in the heart of the Melbourne, you will get the chance to look at the arts and cultural events and exhibitions.

The campus may, however, sometimes seem to be an overwhelming or unfamiliar place, especially for international students away from home for the first time or removed from their usual support networks. MACI College, therefore, provides support and advice on welfare, counselling and staff who can help students with their concerns.

Issue of Certificates

On successful completion of all course work and assessment, and full payment of the course fee, if applicable, MACI will issue you appropriate transcripts and Qualification Certificate.

Assessment

Assessment for each unit of competence includes a range of approaches to allow students a number of different ways to demonstrate competence. Assessment will include practical demonstration of competence, written questions, case study, written reports, participation in role-plays and classroom activities.

Reassessment

Students will have opportunity to undertake two supplementary assessments in each unit for which they have been deemed Not Yet Competent (NYC). All reassessment procedures will be provided to students at no charges.

Student Responsibilities, Expectations and MACI Commitments

It is your responsibility to:

Maintain integrity, work hard and treat others with courtesy and respect.

Be aware of the Student Code of Conduct relating to your responsibilities as a student in the MACI community, including those summarized in this brochure, the Student Handbook and the pre-enrolment information as well as your Visa clauses.

Keep yourself informed and keep MACI informed.

This includes:

• Providing fair and honest feedback on training performance and on the content and presentation of courses.

• Paying all MACI tuition fees and charges for which you are liable, by the set deadlines.

• Providing accurate and updated contact details (phone number and email address).

• Checking your email regularly throughout the course. This is the primary means by which MACI communicates with you (e.g. course progress, assessment results, outstanding fees.)

• Replying in a timely manner to all MACI trainer and administrative communications to you, including emails, phone calls and text messages.

• Immediately updating your contact details if changes take place during your study period. You must provide your current address at all times as per your visa condition.

To be eligible for MACI to issue the qualification, you must successfully complete all the assessment requirements of the course.

We will ensure that:

1. The training contents and course materials are current and reflect the training package requirements.

2. Appropriate training facilities and equipment meet the relevant requirements and are accessible to all students.

3. Trainers are qualified and have current industry experience and are supportive to students.

4. Trainers provide students with constructive learning and assessment feedback in a timely and professional manner.

5. Students’ voices are heard through student surveys on curriculum, training and assessment, trainers and assessors and academic support and student services.

6. Provide orientation and learning support throughout their study period.



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7. Students receive accurate information and enrolment guidance prior to the course start.

8. MACI policies are readily accessible to students.

9. Qualifications are issued within 30 days upon successful completion of all course requirements

10. Everyone is treated fairly and equitably.

11. Students have access to learning and welfare support when needed.

12. The MACI is responsible for the quality of the training and assessment in compliance with Standards for Registered Training Organisation (RTO) 2015.

13. Students’ rights are protected under “Australian Consumer Law”.

14. To not being disadvantage if MACI changes the requirements of or discontinues the training product in which you are enrolled, and being advised of pathways to complete that program, or an appropriate alternative program, according to your needs and with your consent.

15. Provide fair opportunity and access to MACI complaints and appeal process.

English Language Support

Manager

Numeracy Support Manager

Hi,

My Name is Angel Li and I am your

English Language support manager. I

have been working as a qualified

English Language Trainer with industry

experience in supporting students from

different background including but not

limited to Asian countries.

Please feel free to contact me if you

need English Language support and I

will be happy to assist you.

Angel Li



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Facilities At MACI, we believe that it is important to create a welcoming, nurturing atmosphere where students can not only learn, but also feel at home. We pay attention to details when it comes to providing quality training infrastructure to our students. We have handpicked all our physical resources to ensure they stand high on our own quality benchmarks.

Amenities Room Student amenities room is well equipped with kettles, Microwave, vending machine and fridge.

Modern Classrooms In sync with modern times, the Institute has spacious air-conditioned classrooms with natural light and views of the city.

Computer Laboratories The students have access to computers equipped with latest hardware and software to encourage high quality learning. These computer labs have access to web and e-email.

FACILITIES



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STUDYING JOURNEY

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General English & EAP

ELICOS

Your future starts

TODAY

CRICOS: 03490G RTO Number: 32471

Level 2, 259 Collins Street, Melbourne VIC 3000

03 8640 8070

General English I – Elementary

General English II – Pre-Intermediate

General English III – Intermediate

General English IV – Upper-Intermediate

General English V – Advanced

EAP I - Intermediate

EAP II - Upper-Intermediate

EAPIII - Advanced




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Policy and procedure for monitoring student progress and strategy for assessing achievement of learning outcomes

Purpose of assessment The ELICOS course (all levels of GE and EAP) is a non-award course. Nevertheless, assessment throughout the course is important for these reasons: • to allow teachers and academic management to keep track of individual student progress and class progress in relation to the course outcomes; • to help learners see their progress, areas of strength, and areas where they should focus attention; • to identify learners who aren’t progressing–in which case the matter should be brought to the attention of the ELICOS Director of Studies/Academic Manager; and • to provide data that may be used for continuous curriculum improvement and teacher professional development, such as showing areas in which the course produces good results and areas that perhaps need a greater focus. All assessment within the ELICOS course (all levels of GE and EAP) should have a formative element; where detailed individual feedback is feasible (such as with written homework), this feedback should aim to provide specific, practical suggestions for improvement as well as showing areas of current strength. It is not sufficient for teachers to simply write an overall grade and/or a vague general comment such as ‘good work’. Assessment tasks will generally also have a summative element in that the results will be recorded and will contribute to decisions about course progress and grades to be awarded at the point of exit from the course.

ELICOS assessment tasks and strategies The following methods, procedures and sources of instruments will be used for assessment. Weekly Activities: The coursebook for each level has a series of activities associated with it, which generally cover grammar and vocabulary from the unit as well as reading and listening skills. The syllabus document for each level explains how teachers can access these tests, as well as the outcomes that they relate to. These should be set as often as they are available, usually weekly. As designed, these activities focus heavily on the content covered in the coursebook and as such can give an indication of how well each student is picking up the new language points and skills dealt with within that period, as well as for diagnosing any areas of weakness that need reinforcement. It should be noted that these have not been standardised, meaning that the marks on one test have no relationship to marks on another test in the same set. Further, they are usually not proficiency tests – they look only at the language taught and say little if anything about overall language ability. Regular in-class assessments. These allow for speaking skills to be assessed, and many also address the listening and reading outcomes. Teachers will assess each student’s in-class performance from week 3 to week 10 more frequently if, for example, students are being monitored for possible promotion to the next level. The intention is that this should fit in smoothly with normal class work and provide practice opportunities just as ordinary teaching does; while students are performing the task, the teacher formally analyses and records their performance. In this way, issues such as assessment anxiety that may affect performance can be minimised. To assist with reliability of these assessments, for moderation purposes, it is recommended that the ELICOS Director of Studies/Academic Manager or their delegate or another suitably experienced teacher participates from time to time and discusses individual assessment decisions with the teacher.



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Policy and procedure for monitoring student progress and strategy for assessing achievement of learning outcomes

Validation, moderation and benchmarking The Validation and Moderation Policy is a separate document – please refer to Assessment Validation and Moderation Policy and Procedure_V1.0.

Monitoring student progress Teachers will ensure that results are recorded for each assessment task on each course progress spreadsheet. These excel spreadsheets will provide an at-a-glance overview of the student’s needs, starting point and progress throughout the course. They are kept in the class file (a folder, one for each class). When a student changes class, the teacher of the class into which the student moves is responsible for transferring the record sheet for that student. It is the responsibility of the teacher(s) marking each assessment to keep the record sheet updated. Attendance is considered to have a significant effect on academic progress. Without time spent undertaking learning activities, progress in English language proficiency is unlikely. If it appears that a student is not making reasonable progress, the teacher should report the student to the ELICOS Director of Studies/Academic Manager, who will then discuss an intervention strategy with the student; for example, extra support that can be provided, and possibly counselling about the possibility of having to stay in the same level for more than the normal duration and what to do to avoid this situation. For more details, please refer to Student Course Progress Monitoring Policy and Procedure and Attendance Monitoring and Reporting Policy and Procedure.

Promotion to a higher level Most students would be expected to progress from one level to the next. However, progression to the next level is dependent on achieving all of the learning outcomes for the level. Students who are in danger of failing to do this should be counselled in plenty of time for them to improve their performance about the risk of not being allowed to progress to the next level. Where a student is having problems in a relatively narrow area, but has otherwise achieved learning outcomes, the ELICOS Director of Studies/Academic Manager may exercise discretion in allowing the student to move up to the next level provided that the student is given appropriate counselling and support. For example, a student who has difficulty with some aspects of pronunciation should not be held back if they’re performing well in all other skills. The ELICOS Director of Studies/Academic Manager (or person delegated) informs the student in person when they are ready to move up, or when it has been decided that they need to repeat a module.

Course evaluation and review

Please refer to the Course Evaluation Review Policy and Procedure.



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General English I – Elementary

General

Information

✓ CRICOS Code: 03490G

✓ Total Course Duration: 12 Weeks （Start every Monday）

✓ Study Period: 10 Weeks (20 hours of scheduled classes every week)

✓ Holidays: 2 Weeks

✓ Tuition Fees: AUD $2880.00

✓ Material Fee: AUD $180

✓ Application Fee: AUD $ 250

Profile Target

This course is designed for candidates over 18 years old who hold a valid Australian Visa (onshore and

offshore). It is designed for a formal classroom setting; the methodology and content are directed to

adults from different backgrounds who are willing to improve their English as a second language

knowledge and proficiency for General purposes. This includes the notion that language learning is a

conscious process, and that learning and acquisition of language can arise from interaction both with

others and with materials.

Entry

Requirements No minimum entry requirements.

✓ Prepare yourself casual contexts

✓ Communicate at workplace.

✓ Prepare for GE II

Course

Structure &

Delivery

Methods

GE I will comprehend 12 weeks duration of which the students will have 250 hours class per level divided

into 10 weeks, 20 hours are classroom based (face to face) and there is a 5-hour self-paced space for

students to study during the week (from week 1-10, week 11 and 12 are break time or time for students to

catch up with pending summative assessments). The weekly 25 hours will be allocated within 4 days per

week. However, students may consult or express special needs for further considerations to the trainer

or ELICOS Director of Studies/Academic Manager.

Times Mon Tues Wed Thurs Fri Sat Sun

9:00 – 11:00 Lesson Lesson Lesson Lesson Lesson Lesson Lesson

11:00 – 11:30 Tea break


1:30 – 2:30 Lunch Break


Purpose and

Objectives

The purpose of the General English (GE) program is to meet the basic communication needs of the

learners. It aims at developing basic English language skills, in order for the learners to gain social skills

that are necessary to meet communication and cultural needs while travelling and participating in

community contexts in Australia and other English-speaking countries.

It can be assumed that all students entering the GE course have the common objective of giving the first

steps to learn English start communicating in this one. During the course they will focus on the four key

skills: reading, writing, speaking and listening. Also, to gain accuracy and pronunciation by daily practices

integrated with class practices. It is a great opportunity to develop the communication skills by taking

part in classroom activities with other students and focus on vocabulary building.



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At the end of the course, students should be able to hold and understand simple conversations, write

basic texts and reading them. This knowledge will facilitate the learning process for those who want to

continue with the EAP, taking international English exams or display skills to access higher education.

Course

Learning

Outcome

Level GE I

Score Entry Exit

CEFR - A1

IELTS - 4

PTE ACADEMIC - 27

TOEFL IBT - 31

- Listening

✓ Can understand everyday expressions ✓ Can recognize familiar words and basic phrases related to own self, family and surroundings ✓ Can understand instructions addressed carefully and slowly to him/her and follow short,

simple directions

- Reading

✓ Can understand familiar names and words in common everyday situations ✓ Can understand short and simple sentences and texts ✓ Can read simple words, sentences posters, notices or brochures. ✓ Can understand short and simple messages on postcards ✓ Can follow simple written instructions or directions

- Writing

✓ Can write short and simple messages or postcards ✓ Can fill forms requiring personal details ✓ Can write simple sentences

- Speaking

✓ Can introduce own self ✓ Can initiate and respond to questions on familiar topics such as about personal details (for

example; where he/she lives, where he/she is studying) or familiar topics ✓ Can interact in a basic and simple way provided the other person is talking slowly and clearly

and can repeat and rephrase sentences as required.

- Grammar and Vocabulary

✓ Can develop a basic repertoire of words and simple phrases related to personal details and definite situations such as immediate surroundings.

✓ Can demonstrate control of a few simple grammatical structures to a limited degree ✓ Can use appropriate linear connectors like “and” and “because”

- Independent learning

✓ Can set short and long-term goals and identify preferred learning styles and strategies and reflect on own learning

✓ Can develop an effective study plan to improve time management, do independent study and maintain an assessment portfolio



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General English II – Pre-Intermediate

General

Information

CRICOS Code: 03490G

Total Course Duration: 12 Weeks

Study Period: 10 Weeks (20 hours of scheduled classes every week)

Holidays: 2 Weeks

Tuition Fees: AUD $2880.00

Material Fee: AUD $180

Application Fee: AUD $ 250

Profile Target





conscious process, and that learning, and acquisition of language can arise from interaction both with


Entry

Requirements

We accept English Language proficiency

scores from a variety of tests:

✓ CEFR A1-A2

✓ IELTS 3.5

✓ PTE ACADEMIC 24

✓ TOEFL IBT 25

✓ Communicate at casual contexts.

✓ Prepare for GE III

Course

Structure &

Delivery

Methods

GE II will comprehend 12 weeks duration of which the students will have 250 hours class per level divided








11:00 – 11:30 Tea break




Purpose and

Objectives










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integrated with class practices. It is a great opportunity to develop the communication skills by taking part

in classroom activities with other students and focus on vocabulary building.

At the end of the course, students should be able to hold and understand simple conversations, write basic

texts and reading them. This knowledge will facilitate the learning process for those who want to continue

with the EAP, taking international English exams or display skills to access higher education.

Course

Learning

Outcome

Level GE II

Score *A1-A2 Exit

CEFR *3.5 A2

IELTS *24 4.5

PTE ACADEMIC *25 30

TOEFL IBT *A1-A2 32

- Listening

✓ Can listen to a range of spoken texts for gist ✓ Can listen for specific information ✓ Can determine mood and attitude of speaker(s)

- Reading

✓ Can read a range of written texts for gist ✓ Can read for specific information ✓ Can determine the writer’s purpose and intended audience

- Writing

✓ Can write a range of informal texts ✓ Can write formal and informal emails or letters ✓ Can write a covering letter and resume ✓ Can write short summaries of discussions and / or written texts ✓ Can plan and write an argumentative text (100 - 150 words)

- Speaking

✓ Can participate in a range of informal conversations and discussions ✓ Can engage in a range of telephone interactions ✓ Can plan and deliver a short oral presentation on a chosen topic (5 mins)

- Grammar and Vocabulary

✓ Can demonstrate growing control over a range of structures to express intended meaning ✓ Can demonstrate the use of an expanded range of vocabulary

- Independent learning

✓ Can set short and long-term goals and identify preferred learning styles and strategies and reflect on own learning

✓ Can develop an effective study plan to improve time management, do independent study and maintain an assessment portfolio

✓ Can conduct independent research to support language learning



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General English III – Intermediate

General

Information








Profile Target







Entry

Requirements

We accept English Language proficiency

scores from a variety of tests:

✓ CEFR B1

✓ IELTS 4

✓ PTE ACADEMIC 27

✓ TOEFL IBT 31

✓ Communicate with others.

✓ Prepare for GE IV

Course

Structure &

Delivery

Methods

GE III will comprehend 12 weeks duration of which the students will have 250 hours class per level divided








11:00 – 11:30 Tea break




Purpose and

Objectives








integrated with class practices. It is a great opportunity to develop the communication skills by taking part

in classroom activities with other students and focus on vocabulary building.



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At the end of the course, students should be able to hold and understand simple conversations, write basic

texts and reading them. This knowledge will facilitate the learning process for those who want to continue

with the EAP, taking international English exams or display skills to access higher education.

Course

Learning

Outcome

Level GE III

Score *B1 Exit

CEFR *4 B1

IELTS *27 5

PTE ACADEMIC *31 36

TOEFL IBT *B1 44

- Listening

✓ Can use discriminatory listening strategies to identify main ideas and specific details and supporting information on both concrete (familiar) and abstract topics, including technical discussions in his/her field of specialization

✓ Can understand simple technical information and follow detailed directions ✓ Can understand the main idea or point of radio or TV programmers on current affairs when

speech is relatively slow and clear ✓ Can understand main point of topics of personal or professional interest on TV programmers

when the delivery is relatively slow and clear ✓ Can comprehend straightforward information about familiar every day or academic topics,

identify general messages and specific details, given that the speech is clearly articulated in a generally familiar accent.

✓ Can connect a series of short and discrete simple elements to linear sequence of points

- Reading

✓ Can interpret texts including high frequency every day or academic/job related language ✓ Can read straightforward factual texts on topics relating to his/her interest with a satisfactory

level of comprehension ✓ Can understand and interpret description of various events, tone, wishes and feelings in

personal letters or emails well enough to correspond n a regular basis. ✓ Can understand contemporary literary prose to a certain degree. ✓ Can scan relatively longer texts and locate required information, gather information from

different parts of a text, or even from different texts to fulfil a specific task. ✓ Can locate and understand significant relevant information in letters, short office documents,

brochures and newspapers ✓ Can identify main conclusion in a clearly defined argumentative text ✓ Can understand clear instructions for equipment use

- Writing

✓ Can write notes and personal letters that includes simple information of immediate relevance such as giving news and expressing thoughts or opinions

✓ Can write accounts of experiences, describing feelings and reactions in simple connected text. ✓ Can describe an event or narrate a story ✓ Can write short, simple essays on topics of interest. ✓ Can write fairly clear and detailed texts on a range of familiar subjects within his field of interest,

by linking a series of shorter discrete elements into a linear sequence ✓ Can convey information and ideas on abstract as well as concrete topics, check information and

ask about or explain problems with reasonable precision ✓ Can explain own viewpoint on a topical issue ✓ Can plan and write an argumentative text ✓ Can write notes to convey simple information ✓ Can take messages to communicate enquiries, and to explain problems



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- Speaking

✓ Can speak comprehensively, pausing for lexical or grammatical planning if required ✓ Can enter unprepared into conversations on familiar topics, supported with sufficient

vocabulary to express own self with a certain degree of hesitation and circumlocutions ✓ Can initiate, maintain and close simple face to face conversation on familiar topics with a certain

degree of fluency and spontaneity ✓ Can have regular interaction with native speakers possible without a barrier for either party ✓ Can take part in discussions actively in familiar contexts and express and sustain own views ✓ Can have unprepared conversations on familiar and abstract topics ✓ Can give brief explanations on own opinions ✓ Can describe experiences, dreams, plans, ambitions in a simple and appropriate way ✓ Can express opinion, belief, agreement and disagreement in a polite manner ✓ Can enter into formal discussion on familiar topics which uses clear and articulated speech and

standard dialect ✓ Can involve in exchange of factual information, receive instructions and discuss solutions to

practical problems

- Study Skills

✓ Work independently and in a group to complete an academic task ✓ With guidance, develop research skills

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General English IV – Upper-Intermediate

General

Information








Profile Target







Entry

Requirements

We accept English Language proficiency scores

from a variety of tests:

✓ CEFR B1-B2

✓ IELTS 4.5

✓ PTE ACADEMIC 30

✓ TOEFL IBT 32

✓ Communicate in complex levels.

✓ Prepare for GE V

Course

Structure &

Delivery

Methods

GE IV will comprehend 12 weeks duration of which the students will have 250 hours class per level divided








11:00 – 11:30 Tea break




Purpose and

Objectives

The purpose of the General English (GE) program is to meet the basic communication needs of the learners. It aims at developing basic English language skills, in order for the learners to gain social skills that are necessary to meet communication and cultural needs while travelling and participating in community contexts in Australia and other English-speaking countries. It can be assumed that all students entering the GE course have the common objective of giving the first steps to learn English start communicating in this one. During the course they will focus on the four key skills: reading, writing, speaking and listening. Also, to gain accuracy and pronunciation by daily practices integrated with class practices. It is a great opportunity to develop the communication skills by taking part in classroom activities with other students and focus on vocabulary building. At the end of the course, students should be able to hold and understand simple conversations, write basic texts and reading them. This knowledge will facilitate the learning process for those who want to continue with the EAP, taking international English exams or display skills to access higher education.



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Course

Learning

Outcome

Level GE IV

Score Entry Exit

CEFR *B1-B2 B1-B2

IELTS *4.5 5.5

PTE ACADEMIC *30 42

TOEFL IBT *32 57

- Listening o Use active listening skills to comprehend and respond to a range of speech acts in an academic environment o Identify major lexical items and predict meaning o Demonstrate the ability to respond to academic questions o Distinguish different formal and informal language o Use discourse markers to locate information in a spoken text o Demonstrate the ability to comprehend and take notes from a lecture o Follow complex lines of argument given the topic of discussion is reasonably familiar o Assess peer presentations o Operate competently in an interview - Reading o Develop an awareness of the different types of instructions commonly used in academic texts and how to

follow them o Predict meaning from context, skim/scan a text for information o Use a library to locate materials on different topics o Perform research tasks and take notes from a written text o Demonstrate the ability to collect, interpret and organize information o Recognize different forms of written language o Identify the structure and language features of different texts o Extract and follow information presented in graphs, charts and tables o Develop skills which will enable them to cope with unknown vocabulary o Increase their vocabulary range through exposure to reading texts - Writing o Demonstrate knowledge and use of effective writing skills and strategies o Learn and use vocabulary related to different topics o Take notes and write a summary o Demonstrate overall grammatical competence o Paraphrase information drawn from written sources o Produce different types of essays with introduction, body and conclusion o Demonstrate the ability to write under exam conditions o Understand the issues associated with plagiarism o Paraphrase and produce paragraphs with topic sentences and supporting statements o Become aware of how to produce an essay using appropriate organizational structure, register and a variety of

language o Produce competent and cohesive arguments using evidence and examples o Interpret questions and write an answer appropriate to the question type (Essays: cause and effect,

argumentative, opinion, discursive) - Speaking o Show overall clarity and competence in most spoken genres o Present clear, detailed descriptions on a wide range of subjects o Use different discourse patterns and markers o Use appropriate language and speak about various topics o Learn and use new vocabulary relating to different topics o Avoid irrelevance and repetition o Demonstrate overall grammatical competence o Ask for clarification when they do not understand a question o Give a sustained oral presentation on a topic of interest o Demonstrate knowledge and use of effective speaking skills and strategies - Study Skills o Work independently and in a group to complete an academic task o With guidance, develop research skills o Use a computer in the completion of an academic task

o With guidance, complete a number of academic tasks simultaneously



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General English V – Advanced

General

Information








Profile Target







Entry

Requirements



✓ CEFR B2

✓ IELTS 5

✓ PTE ACADEMIC 36

✓ TOEFL IBT 44

✓ My workplace

✓ Prepare for EAP I

Course

Structure &

Delivery

Methods

GE V will comprehend 12 weeks duration of which the students will have 250 hours class per level divided








11:00 – 11:30 Tea break




Purpose and

Objectives

The purpose of the General English (GE) program is to meet the basic communication needs of the learners. It aims at developing basic English language skills, in order for the learners to gain social skills that are necessary to meet communication and cultural needs while travelling and participating in community contexts in Australia and other English-speaking countries. It can be assumed that all students entering the GE course have the common objective of giving the first steps to learn English start communicating in this one. During the course they will focus on the four key skills: reading, writing, speaking and listening. Also, to gain accuracy and pronunciation by daily practices integrated with class practices. It is a great opportunity to develop the communication skills by taking part in classroom activities with other students and focus on vocabulary building. At the end of the course, students should be able to hold and understand simple conversations, write basic texts and reading them. This knowledge will facilitate the learning process for those who want to continue with the EAP, taking international English exams or display skills to access higher education.



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Course

Learning

Outcome

Level GE V

Score Entry Exit

CEFR *B2 B2

IELTS *5 6

PTE ACADEMIC *36 57

TOEFL IBT *44 78

- Listening

✓ Recognize different genres of spoken language and different structures ✓ Use active listening skills to comprehend and respond in the academic field ✓ Predict meaning from context and identify major lexical items ✓ Assess peer presentations ✓ Recognize and note the main issues in a lecture ✓ Take notes from lectures and other formal spoken texts ✓ Demonstrate the ability to respond to academic questions

- Reading

✓ Understand abstract concepts ✓ Recognise the language features of different written genres ✓ Skim and scan a text for information ✓ Take notes and summarise a discussion and a text ✓ Read and interpret essay questions ✓ Fully interpret and analyse a text, establishing the writer’s intentions ✓ Undertake research tasks and competently use a library ✓ Review and criticise a written text ✓ Understand and interpret data presented in graphs, charts and tables.

- Writing

✓ Use discourse markers to organise and comment upon text ✓ Learn and use vocabulary related to different topics ✓ Use notes and summaries to write essays ✓ Recognise structure and language features of argument and discussion ✓ Demonstrate overall grammatical competence ✓ Understand and describe using appropriate vocabulary and grammar ✓ Produce different types of essays with introduction, body and conclusion ✓ Communicate competently through formal written language ✓ Paraphrase and produce paragraphs with topic sentences and supporting ✓ Produce competent and cohesive arguments using evidence and examples ✓ Interpret questions and write an answer appropriate to the question type ✓ Undertake a research project based on written information taken ✓ Understand and avoid plagiarism ✓ Quote and reference sources

- Speaking

✓ Demonstrate knowledge and use of effective speaking skills and strategies ✓ Speak in appropriate registers and express opinion ✓ Operate competently in tutorials and seminar ✓ Deliver a presentation competently ✓ Participate in interviews, asking and answering questions ✓ Use different patterns of discourse ✓ Competently negotiate meaning ✓ Avoid repetition and irrelevance in spoken presentations ✓ Learn and use vocabulary relating to different topics ✓ Demonstrate overall grammatical competence

- Study Skills

✓ Work independently and in a group to complete an academic task ✓ With guidance, develop research skills ✓ Use a computer in the completion of an academic task ✓ With guidance, complete a number of academic tasks simultaneously



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EAP I – Intermediate

General

Information








Profile Target







Entry

Requirements



✓ CEFR B1

✓ IELTS 4.5

✓ PTE ACADEMIC 30

✓ TOEFL IBT 32

✓ Communicate at workplace

✓ English for Academic Purpose II (EAP II)

Course

Structure &

Delivery

Methods

EAP I will comprehend 12 weeks duration of which the students will have 250 hours class per level

divided into 10 weeks, 20 hours are classroom based (face to face) and there is a 5-hour self-paced space

for students to study during the week (from week 1-10, week 11 and 12 are break time or time for students

to catch up with pending summative assessments). The weekly 25 hours will be allocated within 4 days

per week. However, students may consult or express special needs for further considerations to the

trainer or ELICOS Director of Studies/Academic Manager.



11:00 – 11:30 Tea break




Purpose and

Objectives

The purpose of the English for an Academic Purpose (EAP) Program is to meet the academic skills required for the learners to gain an entry into vocational programs (VET) at Melbourne Advanced Commerce Institute or other education providers, TAFE and Universities in Australia or in tertiary education qualification. It can be assumed that all students entering the EAP course have the common objective of articulating into a formal course of study. To achieve this, students will need to be able to access the written and spoken input of the course. This requires that they are able to listen to a range of English speakers for extended periods and extract meaning and take notes or undertake a task while listening. They will also need to be able to understand the contributions of other students (native and non-native English speakers) to discussions and to contribute to group discussions and formulate and ask questions in English. To be successful in their course of study, students will also need to be able to locate, read and summarise information in a range of academic texts and printed materials, including internet-based materials. To produce assignments and undertake examinations students will need to be able to formulate their ideas in English, incorporate the ideas of others, and present their ideas in written English where inaccuracies in grammar and spelling do not obscure meaning.



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Course

Learning

Outcome

Level EAP I

Score Entry Exit

CEFR B1 B2

IELTS 4.5 5.5

PTE ACADEMIC 30 42

TOEFL IBT 32 57

- Listening

✓ Use active listening skills to comprehend and respond to a range of speech acts in an academic environment

✓ Identify major lexical items and predict meaning ✓ Demonstrate the ability to respond to academic questions ✓ Distinguish different formal and informal language ✓ Use discourse markers to locate information in a spoken text ✓ Demonstrate the ability to comprehend and take notes from a lecture ✓ Assess peer presentations ✓ Operate competently in an interview

- Reading

✓ Develop an awareness of the different types of instructions commonly used in academic texts and how to follow them

✓ Predict meaning from context, skim/scan a text for information ✓ Use a library to locate materials on different topics ✓ Perform research tasks and take notes from a written text ✓ Demonstrate the ability to collect, interpret and organise information ✓ Recognise different forms of written language ✓ Identify the structure and language features of different texts ✓ Extract and follow information presented in graphs, charts and tables ✓ Develop skills which will enable them to cope with unknown vocabulary ✓ Increase their vocabulary range through exposure to reading texts

- Writing

✓ Demonstrate knowledge and use of effective writing skills and strategies ✓ Learn and use vocabulary related to different topics ✓ Take notes and write a summary ✓ Demonstrate overall grammatical competence ✓ Paraphrase information drawn from written sources ✓ Produce different types of essays with introduction, body and conclusion ✓ Demonstrate the ability to write under exam conditions ✓ Understand the issues associated with plagiarism ✓ Paraphrase and produce paragraphs with topic sentences and supporting statements ✓ Become aware of how to produce an essay using appropriate organisational structure, register and a

variety of language ✓ Produce competent and cohesive arguments using evidence and examples ✓ Interpret questions and write an answer appropriate to the question type (Essays: cause and effect,

argumentative, opinion, discursive) - Speaking

✓ Show overall clarity and competence in most spoken genres ✓ Use different discourse patterns and markers ✓ Use appropriate language and speak about various topics ✓ Learn and use new vocabulary relating to different topics ✓ Avoid irrelevance and repetition ✓ Demonstrate overall grammatical competence ✓ Ask for clarification when they do not understand a question ✓ Give a sustained oral presentation on a topic of interest ✓ Demonstrate knowledge and use of effective speaking skills and strategies

- Study Skills

✓ Work independently and in a group to complete an academic task ✓ With guidance, develop research skills ✓ Use a computer in the completion of an academic task

✓ With guidance, complete a number of academic tasks simultaneously



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EAP II – Upper-Intermediate

General

Information








Profile Target







Entry

Requirements



✓ CEFR B1-B2

✓ IELTS 5

✓ PTE ACADEMIC 36

✓ TOEFL IBT 40

✓ Advanced Diploma

✓ Diploma

✓ Certificate IV

✓ Certificate III

✓ Other VET Courses

✓ EAP III

Course

Structure &

Delivery

Methods

EAP II will comprehend 12 weeks duration of which the students will have 250 hours class per level

divided into 10 weeks, 20 hours are classroom based (face to face) and there is a 5-hour self-paced space

for students to study during the week (from week 1-10, week 11 and 12 are break time or time for students

to catch up with pending summative assessments). The weekly 25 hours will be allocated within 4 days

per week. However, students may consult or express special needs for further considerations to the

trainer or ELICOS Director of Studies/Academic Manager.



11:00 – 11:30 Tea break




Purpose and

Objectives

The purpose of the English for an Academic Purpose (EAP) Program is to meet the academic skills required for the learners to gain an entry into vocational programs (VET) at Melbourne Advanced Commerce Institute or other education providers, TAFE and Universities in Australia or in tertiary education qualification. It can be assumed that all students entering the EAP course have the common objective of articulating into a formal course of study. To achieve this, students will need to be able to access the written and spoken input of the course. This requires that they are able to listen to a range of English speakers for extended periods and extract meaning and take notes or undertake a task while listening. They will also need to be able to understand the contributions of other students (native and non-native English speakers) to discussions and to contribute to group discussions and formulate and ask questions in English. To be successful in their course of study, students will also need to be able to locate, read and summarise information in a range of academic texts and printed materials, including internet-based materials. To produce assignments and undertake examinations students will need to be able to formulate their ideas in English, incorporate the ideas of others, and present their ideas in written English where inaccuracies in grammar and spelling do not obscure meaning.



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Course

Learning

Outcome

Level EAP II

Score Entry Exit

CEFR *B2 B2

IELTS *5 6

PTE ACADEMIC *36 57

TOEFL IBT *44 78

- Listening

✓ Recognize different genres of spoken language and different structures ✓ Use active listening skills to comprehend and respond in the academic field ✓ Predict meaning from context and identify major lexical items ✓ Assess peer presentations ✓ Recognize and note the main issues in a lecture ✓ Take notes from lectures and other formal spoken texts ✓ Demonstrate the ability to respond to academic questions

- Reading

✓ Understand abstract concepts ✓ Recognize the language features of different written genres ✓ Skim and scan a text for information ✓ Take notes and summarise a discussion and a text ✓ Read and interpret essay questions ✓ Fully interpret and analyse a text, establishing the writer’s intentions ✓ Undertake research tasks and competently use a library ✓ Review and criticise a written text ✓ Understand and interpret data presented in graphs, charts and tables.

- Writing

✓ Use discourse markers to organise and comment upon text ✓ Learn and use vocabulary related to different topics ✓ Use notes and summaries to write essays ✓ Recognise structure and language features of argument and discussion ✓ Demonstrate overall grammatical competence ✓ Understand and describe using appropriate vocabulary and grammar ✓ Produce different types of essays with introduction, body and conclusion ✓ Communicate competently through formal written language ✓ Paraphrase and produce paragraphs with topic sentences and supporting ✓ Produce competent and cohesive arguments using evidence and examples ✓ Interpret questions and write an answer appropriate to the question type ✓ Undertake a research project based on written information taken ✓ Understand and avoid plagiarism ✓ Quote and reference sources

- Speaking

✓ Demonstrate knowledge and use of effective speaking skills and strategies ✓ Speak in appropriate registers and express opinion ✓ Operate competently in tutorials and seminar ✓ Deliver a presentation competently ✓ Participate in interviews, asking and answering questions ✓ Use different patterns of discourse ✓ Competently negotiate meaning ✓ Avoid repetition and irrelevance in spoken presentations ✓ Learn and use vocabulary relating to different topics ✓ Demonstrate overall grammatical competence

- Study Skills

✓ Work independently and in a group to complete an academic task ✓ With guidance, develop research skills ✓ Use a computer in the completion of an academic task ✓ With guidance, complete a number of academic tasks simultaneously



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EAP III – Advanced

General

Information








Profile Target


offshore). It is designed for a formal classroom setting; the methodology and content are directed to adults

from different backgrounds who are willing to improve their English as a second language knowledge and

proficiency for General purposes. This includes the notion that language learning is a conscious process,

and that learning and acquisition of language can arise from interaction both with others and with

materials.

Entry

Requirements



✓ CEFR B2

✓ IELTS 5.5

✓ PTE ACADEMIC 42

✓ TOEFL IBT 46

✓ Bachelor’s Degree

✓ Master’s Degree

Course

Structure &

Delivery

Methods

EAP II will comprehend 12 weeks duration of which the students will have 250 hours class per level divided








11:00 – 11:30 Tea break




Purpose and

Objectives

The purpose of the English for an Academic Purpose (EAP) Program is to meet the academic skills

required for the learners to gain an entry into vocational programs (VET) at Melbourne Advanced

Commerce Institute or other education providers, TAFE and Universities in Australia or in tertiary

education qualification.

It can be assumed that all students entering the EAP course have the common objective of articulating into

a formal course of study. To achieve this, students will need to be able to access the written and spoken

input of the course. This requires that they are able to listen to a range of English speakers for extended

periods and extract meaning and take notes or undertake a task while listening. They will also need to be

able to understand the contributions of other students (native and non-native English speakers) to

discussions and to contribute to group discussions and formulate and ask questions in English.



32 | P a g e

To be successful in their course of study, students will also need to be able to locate, read and summarise

information in a range of academic texts and printed materials, including internet-based materials.

To produce assignments and undertake examinations students will need to be able to formulate their

ideas in English, incorporate the ideas of others, and present their ideas in written English where

inaccuracies in grammar and spelling do not obscure meaning.

Course

Learning

Outcome

Level EAP II

Score Entry Exit

CEFR *B2 C1

IELTS *5.5 6.5

PTE ACADEMIC *42 64

TOEFL IBT *46 93

- Listening

✓ Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics.

✓ Can keep up with an animated discussion between native speakers ✓ Can express his/her ideas and opinions with precision, present and respond to complex lines of

argument convincingly. - Reading

✓ Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life

✓ Identifying finer points of detail including attitudes and implied as well as stated opinions. ✓ Can obtain information, ideas and opinions from highly specialised sources within his/her field.

- Writing

✓ Can express news and views effectively in writing and relate to those of others. ✓ Can express him/herself with clarity and precision, relating to the addressee flexibly and

effectively. ✓ Can express him/herself with clarity and precision in personal correspondence, using language

flexibly and effectively, including emotional, allusive and joking usage. - Speaking

✓ Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning.

✓ Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices.

✓ Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.

- Study Skills

✓ Can give clear, detailed descriptions of complex subjects. ✓ Can give elaborate descriptions and narratives, integrating sub themes, developing particular

points and ✓ Rounding off with an appropriate conclusion.



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Marketing

Course Information

BSB42415 Certificate IV in Marketing and Communication Qualification Status Current AQF Level: 4

Course description:

This qualification is suitable for those who use well developed marketing and communication skills and a broad knowledge base in a wide variety of contexts.

Individuals in these roles apply solutions to a defined range of unpredictable problems and analyses and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others, however they typically report to more senior practitioners.

Individuals have responsibility for their own performance. Individuals at this level provide leadership, guidance and support in marketing and communication. They also have some responsibility for organising and monitoring the output of their team.

Entry requirements:

Students must be at least 18 years of age at the time of their course commencement at the college.

Students applying for this course will need to provide evidence of satisfactory completion of Australian Year 11 (or equivalent) or Certificate III or higher.

Either a minimum IELTS test score of 5.5 or equivalent for direct entry into a VET course or IELTS score of 5.0 or equivalent with an ELICOS (10 weeks) or IELTS score of 4.5 or equivalent with an ELICOS (20 weeks) to be taken before the main VET course.

OR

Evidence that, within two years of their application date, they have successfully completed in Australia a foundation courses or a senior secondary certificate of education or a substantial part of a Certificate III or higher level qualification, from the Australian Qualifications Framework.

OR

For levels 1 and 2 students only, successful completion of RTO Language and Numeracy Test conducted on MACI campus (for onshore international students ONLY.)

Intakes: 15TH of every month

Campus: Level 2, 259 Collins Street, Melbourne VIC 3000 Australia

Duration: 40 Weeks including term breaks

Tuition fee AUD 10,000

Material fee AUD 300

Application fee AUD 200

Payment Method See Attached Application Form

Course structure

Unit Code Group Unit Name

BSBCMM401 Core Make a presentation

BSBCRT401 Core Articulate, present and debate

ideas

BSBMGT407 Core Apply digital solutions to work

processes

BSBMKG417 Core Apply marketing

communication across a convergent industry

BSBMKG418 Core Develop and apply knowledge

of marketing communication industry

BSBFIA402 Elective Report on financial activity

BSBCUS401 Elective Coordinate implementation of customer service strategies

BSBMKG408 Elective Conduct market research

BSBMKG401 Elective Profile the market

BSBMKG413 Elective Promote products and services

BSBWHS401 Elective

Implement and monitor WHS policies, procedures and programs to meet legislative requirements

BSBRES401 Elective Analyze and present research information

More info: https://training.gov.au/Training/Details/BSB42415



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BSB52415 Diploma of Marketing and Communication Qualification Status Current AQF Level: 5

Course description: This course is designed for international students who will be involved in training in a full-time capacity within the classroom to gain the skills and knowledge required for this qualification. This qualification applies to individuals with a sound theoretical knowledge base in marketing and communication and who demonstrate a range of managerial skills to ensure that functions are effectively conducted in an organization or sales, marketing or advertising area. Typically, they would have responsibility for the work of other staff and lead teams. Individuals at this level display initiative and judgement in planning, organizing, implementing and monitoring their own workload and the workload of others. They use communication skills to support individuals and teams to meet organizational or enterprise requirements. They plan, design, apply and evaluate solutions to unpredictable problems, and identify, analyses and synthesize information from a variety of sources.

Entry requirements:



Student must have completed all core units in BSB42415 Certificate IV in Marketing and Communication.


OR

Evidence that, within two years of their application date, they have successfully completed in Australia a foundation courses or a senior secondary certificate of education or a substantial part of a Certificate III or higher level qualification, from the Australian Qualifications Framework.

OR





Tuition fee AUD 13,000 Material fee AUD 300



Course structure


BSBMKG507 Core

Interpret market trends and developments

BSBMKG523 Core Design and develop an integrated marketing communication plan

BSBPMG522 Core Undertake project work

BSBMKG519 Elective Plan and implement business-to-business marketing

BSBCRT501 Elective Organize and develop concepts

BSBFIM501 Elective

Manage budgets and financial plans

BSBMKG501 Elective

Identify and evaluate marketing opportunities

BSBMKG502 Elective

Establish and adjust the marketing mix

BSBMKG506 Elective Plan market research

BSBLDR502 Elective

Lead and manage effective workplace relationships

BSBMKG514 Elective

Implement and monitor marketing activities

BSBMKG518 Elective

Plan and implement service marketing


Courses



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BSB61315 Advanced Diploma of Marketing and Communication Qualification Status Current AQF Level: 6

Course description: This course is designed for international students who will be involved in training in a full-time capacity within the classroom to gain the skills and knowledge required for sales, marketing or advertising area. This qualification reflects the role of individuals who provide leadership and strategic direction in the marketing and communications activities of an organization. They analyses, design and execute judgements using wide-ranging technical, creative, conceptual and managerial competencies. Their knowledge base may be highly specialized or broad within the marketing and communications field. Typically, they are accountable for group outcomes and the overall performance of the marketing and communication, advertising or public relations functions of an organization. Typically, they would have responsibility for the work of other staff and lead teams. Individuals at this level display initiative and judgement in planning, organizing, implementing and monitoring their own workload and the workload of others. They use communication skills to support individuals and teams to meet organizational or enterprise requirements in sales, marketing or advertising area. They plan, design, apply and evaluate solutions to unpredictable problems, and identify, analyses and synthesize information from a variety of sources.

Entry requirements:



Student must have completed all core units in BSB52415 Diploma of Marketing and Communication.


OR

Evidence that, within two years of their application date, they have successfully completed in Australia a foundation courses or a senior secondary certificate of education or a substantial part of a Certificate III or higher level qualification, from the Australian Qualifications

Framework.

OR








Course structure


BSBADV602 Core

Develop an advertising campaign

BSBMGT616 Core Develop and implement strategic plans

BSBMKG609 Core Develop a marketing plan

BSBFIM601 Elective Manage finances

BSBDIV601 Elective Develop and implement diversity

BSBMGT605 Elective

Provide leadership across the organization

BSBMGT617 Elective

Develop and implement a business plan

BSBMKG603 Elective

Manage the marketing process

BSBMKG605 Elective

Evaluate international marketing opportunities

BSBMKG607 Elective Manage market research

BSBMKG608 Elective

Develop organizational marketing objectives

BSBMGT608 Elective

Manage innovation and continuous improvement




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BSB50215 Diploma of Business Qualification Status Current AQF Level: 5

Course description: This course is designed for international full fee paying students who will be involved in training in a full-time capacity within the classroom to gain the skills and knowledge required for this qualification. This qualification reflects the role of individuals with significant experience in a senior administrative role who are seeking to develop expertise across a wider range of business functions.

Entry requirements:

International students must be at least 18 years of age at the time of their enrolment at the college.

International Students applying for a Diploma level course will need to provide evidence of satisfactory completion of Australian Year 12 (or equivalent) or any Certificate IV level or higher AQF qualification.


OR

Evidence that applicant has successfully completed at least 2 years of education in Australia leading to a minimum of Certificate IV level from the Australian Qualifications Framework or a minimum 2 years of education leading to senior secondary certificate of education.

OR

For levels 1 and 2 countries applicants, successful completion of Language and Numeracy Test conducted by International Institute of Management Studies. Please note that this option is available to onshore international students only.






Payment Method See Attached Application Form Course structure


BSBADM502 Elective Manage meetings

BSBHRM513 Elective Manage workforce planning

BSBHRM506 Elective Manage recruitment selection and induction processes

BSBMKG501 Elective Identify and evaluate marketing opportunities

BSBMKG506 Elective Plan market research

BSBPMG522 Elective Undertake project work

BSBRSK501 Elective Manage risk

BSBWOR501 Elective Manage personal work priorities and professional development




https://training.gov.au/Training/Details/BSB50215

37 | P a g e

BSB60215 Advanced Diploma of Business Qualification Status Current AQF Level: 5

Course description: This course is designed for international full fee paying students who will be involved in training in a full time capacity within the classroom to gain the skills and knowledge required for this qualification. This qualification reflects the role of individuals with significant experience in a senior administrative role who are seeking to develop expertise across a wider range of business functions. The qualification is suited to individuals who possess significant theoretical business skills and knowledge and wish to consolidate and build pathways to further educational or employment opportunities.

Entry requirements:

International students must be at least 18 years of age at the time of their enrolment at the college.

International Students applying for a Diploma level course will need to provide evidence of satisfactory completion of Australian Year 12 (or equivalent) or any Certificate IV level or higher AQF qualification.


OR

Evidence that applicant has successfully completed at least 2 years of education in Australia leading to a minimum of Certificate IV level from the Australian Qualifications Framework or a minimum 2 years of education leading to senior secondary certificate of education.

OR

For levels 1 and 2 countries applicants, successful completion of Language and Numeracy Test conducted by International Institute of Management Studies. Please note that this option is available to onshore international students only.







Course structure


BSBRSK501 Elective Manage risk

BSBADV602 Elective

Develop an advertising campaign

BSBHRM602 Elective

Manage human resources strategic planning

BSBINN601 Elective

Lead and manage organisational change

BSBMGT615 Elective

Contribute to organisation development

BSBMKG608 Elective

Develop organisational marketing objectives

BSBMKG609 Elective

Develop a marketing plan

BSBFIM601 Elective Manage finances




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Further Information

Credit Transfer: MACI will provide applicants with the opportunity to apply for credit prior to application for enrolment or during the initial part of the course. . For international students, any reduction in overall course duration brought about by Credit transfer is reported via PRISMS and an appropriate eCoE issued. For https://maci.vic.edu.au/policy-and-procedure/

Course Assessment: Trainer/Assessor will use the correct assessment tools to gather sufficient and quality evidence about student performance in order to make the assessment decision based on the qualification training and assessment strategy. Assessment evidence may include but not limited to:

✓ Case Study ✓ Project ✓ Written Report ✓ Written Question ✓ Role Play ✓ Observation



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STUDY IN AUSTRALIA

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Why study in Australia

Studying in Australia

Australia is an incredible country to live and travel. It is a nation that is diverse in its culture and environment. Its people are friendly and relaxed. Some of Australia’s most famous tourist natural attractions include: The Great Barrier Reef, Uluru (Ayers Rock), Kakadu National Park, the Daintree Rainforest and there are many more

Good Choice for Study

There are more than 600,000 overseas students studying in Australia and each year approximately 15,000 students from the Asia-Pacific region arrive in Australia to continue their education. They have chosen Australia for several reasons: • Australia has a high-quality education system, • Australia offers traditional education in reputable colleges and universities, • Australian universities and colleges have established networks of support to help overseas students, • The Australian education system includes informality and accessibility of academic staff, the availability of computers, small group classes and close supervision, • Living costs and tuition costs compare well with other countries, • Most overseas students are permitted to work part-time, • Australia is a safe, stable country with a pleasant climate, and • Australia welcomes overseas students. Read more on https://www.studiesinaustralia.com/studying-in-australia/why-study-in-australia



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Studying in Melbourne Melbourne is the capital city of the state of Victoria. It is situated on the Yarra River and around Port Phillip Bay with beautiful beaches and water sports facilities. It is a beautiful spacious city with all the parks, gardens, sporting venues and scenic places that an Australian space with natural resources. Students from all over the world come to Australia to take advantage of our world-class education, and to enjoy our friendly hospitality and cultural diversity. Melbourne is the world's most liveable city For seven years in a row, Melbourne has been voted the world’s most liveable city by the Economic Intelligence Unit. Melbourne has scored 97.5 out of 100. Melbourne’s high performance in education, culture, environment, infrastructure, low crime rate and affordable living all contribute to this very high ranking. It is also the highly sought-after place for a variety of cultural and sports events. Melbourne is attractive in the higher education sector with a large variety of options in the public and private education space. Our universities rank in the world's best QS World University Rankings place six of Victoria's 10 universities in the top-ranked universities in the world. Victoria is a global knowledge hub and we attract the world's best academics and researchers. Whether your study involves research, technical training, English language or business you'll learning with the best - on campuses that offer a rich and rewarding student experience. Australia's best student city In 2017, QS Best Student Cities awarded Melbourne as Australia's best student city and the fifth best in the world. Key features such as Victoria's high standard and quality of living, vibrant multicultural society and social inclusion attracted 175,000 international students to Victoria in 2016. Often called Australia's cultural capital, Melbourne is home to the attractions that make the Australian lifestyle so appealing. Read More at: https://www.studymelbourne.vic.gov.au/why-study-in-melbourne/top-reasons-to-study-in-melbourne



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Australian Qualifications Framework

AQF Level Qualification Type Volume of Learning

Level 10 Doctoral Degree 3 – 4 years

Level 9 Master Degree 1 – 2 years

Bachelor Honours Degree 1 year

Level 8 Graduate Certificate 0.5 – 1 year

Graduate Diploma 1 – 2 years

Level 7 Bachelor Degree 3 – 4 years

Level 6

Advanced Diploma 1.5 – 2 years

Associate Degree

2 years

Level 5 Diploma 1 – 2 years

Level 4 Certificate 4 0.5 – 2 years

Level 3 Certificate 3 1 – 2 years

Level 2 Certificate 2 0.5 – 1 year

Level 1 Certificate 1 0.5 – 1 year



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Note: above estimates are in Australian dollars and these estimates are subject to change. For further information on living costs

Melbourne Please refer to the: ^ Live In Victoria website www.liveinvictoria.vic.gov.au which has a guide to living costs in Victoria. ^ Don’t forget these costs do not include expenses relating to mobile phones, car or computer expenses. ^ Tuition Fees are not included in these living costs estimates.

It is recommended that students allow a minimum of AUD $19,830.00 per year to cover their living costs. It is also recommended to allow an extra AUD$2000 for costs that you may incur while setting in-such as food, transport, and personal items you may require.



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allow an extra AUD $2000.00 for costs that you may incur while settling in – such as food,

transport, and any personal items you may require.

MAP

Trams, trains and buses Buy a Myki smartcard for flexible travel between trains, trams and buses. You'll be able

to use public transport in and around the city for just a few hours or all day.

Plan your trip, buy or top up your Myki card online and download maps and timetables

from Public Transport Victoria, the one-stop shop for information about travelling on

public transport (phone 1800 800 007).

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TAKING ADMISSION

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Procedures for Take Admission

Application

of

Admission

Certified

copy of

passport

Certified copy of

Year 12 or

equivalent

certification

[email protected] Admission

Letter of Offer from MACI Admission

Signed

Agreement

Payment

Confirmation of Enrolment



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MACI Policies

Refund Policies and Procedures

The purpose of this policy and procedure is to outline Melbourne Advanced Commerce Institute’s position on refund of tuition fees and the collection of outstanding tuition fees.

This policy and procedure applies to all MACI staffs who are responsible for the processing of refunds and / or collecting outstanding tuition fees; and / or attending to student queries in respect to refund and payable tuition fees.

1.0 Provider Default

1.1 Provider default is applicable in the following situations.

1. The course does not begin on the agreed commencement date, or

2. The course ceases to be provided at any time after it commences but before it is completed, or

3. The course is not provided in full to the student because a sanction has been imposed on the registered provider or any other reason.

This applies to all students at Melbourne Advanced Commerce Institute (MACI)

In the unlikely event that the college is unable to deliver your course in full, you will be offered a refund of any Tuition Fee paid in advance for the default course. The refund amount will be calculated as follows:

The refund amount = weekly tuition fee x the number of weeks in the default period

a. The weekly tuition fee = total tuition fee for the course / number of calendar days in the course x 7. This amount is rounded up to the nearest whole dollar.

b. The number of weeks in the default period = number of calendar days from the default day to the end of the period to which the payment relates / 7

The refund will be paid to you within 2 weeks of the day on which the course ceased being provided. Alternatively, you may be offered enrolment in an alternative course by MACI at no extra cost. You have the right to choose whether you would prefer a refund of course fees, or to accept a place at another college. If you choose placement in another course, we will ask you to sign a document to indicate that you accept the placement. If MACI is unable to provide a refund or place you in an alternative course the Tuition Protection Service will be responsible for providing refunds or providing assistance to locate an alternative. However, students are primarily responsible for finding another college which will accept them into an alternative course.

REFUND PROCEDURES:

The student will need to supply in writing to MACI the nominated method of re-imbursement.

The fee will be refunded to the student within 14 days of the written request being received.

2.0 Visa refused before Course Commencement

2.1 In the event where student’s initial visa is not granted.

If the student’s visa has been refused, the refund amount shall be calculated as follows under section 9 of the refund specifications:

The refund amount = the total course fee minus 5% of the course fee received up to a maximum of $500

The total course fee also includes any non-tuition fee paid.

REFUND PROCEDURES:

I. The student will need to supply in writing to MACI the nominated method of re-imbursement. II. The fee will be refunded to the student within 14 days of the written request being received.



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Note: A written request for refund and proof of visa refusal from the Immigration Department must be sent to MACI no later than four weeks after visa refusal.

2.2 In the event where a student enrolls in a Package Program and the first course has commenced and the student visa is refused

before the commencement of second course.

The refund amount will be calculated for the student for the commenced course as follows




If the student has paid any tuition fee for the second course, the refund will be calculated as

The refund amount = the total course fee minus 5% of the course fee received up to a maximum of $500

REFUND PROCEDURES:


Note: A written request for refund and proof of visa refusal from the Immigration Department must be sent to MACI no later than four weeks after visa refusal.

2.3 No proof of refusal from the Immigration Department.

No Refund

3.0 Visa refused after commencement date

3.1 In the event that a student’s visa is rejected, and the course has commenced.




Tuition fee does not include any non-tuition fee that might have been paid by the student.

REFUND PROCEDURES:


Note: A written request for refund and proof of visa refusal from the Immigration Department must be sent to MACI no later than four weeks after visa refusal. 4.0 Cancellation before commencement date

4.1 In the event that the student cancels their enrolment and requests a refund in writing 10 weeks or more prior to the course commencement.



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A 70% refund of Monies paid for tuition fees will be issued to the student.

4.2 In the event that the student requests a refund in writing 6 weeks up to 9 full weeks prior to the course commencement.

A refund of 50% of monies paid for the tuition fees will be issued to the student.

4.3 In the event the student requests a refund in writing 5 full weeks or less prior to course commencement

NO Refund

4.4 If a student requests to defer to any following intake/s before the commencement of the course initially applied for due to personal reasons.

No refund towards initial deposit.

5. 0 Cancellation on or after commencement date

5.1 Withdrawals notified in writing and received by the College on the commencement date or after the semester commences.

No refund.

Includes all monies paid to college for overseas student health cover (oshc), airport pick up, accommodation booking and board.

5.2 There is a student default due to any of the following reasons.

I. The student failed to pay an amount he or she is liable to pay in order to undertake the course. II. The student breached a condition of his or her student visa.

III. Misbehavior by the student

No refund will be issued to a student either before or after commencement of course.

5.3 If a student fails to attend a course after the start of the Course.

No refund for all amount paid to MACI.

5.4 In the event that the student seeks and is granted approval by MACI to transfer to another provider prior to completion of six months study of the principal course.

No refund will be issued of any course money paid in advance.

5.5 If a Student chooses to pay Tuition Fees on an instalment basis on an agreed payment plan. No refund will be issued for any course money (paid on instalment basis). Instalments paid will be for course fees due and payable to the college for services already rendered. 6. 0 Conditions

6.1 At the time of enrolment any Credit Transfer (CT)/ Recognition of Prior Learning (RPL) will be discussed & granted after the student provides

sufficient evidence, If the Credit Transfer allows shortening of the duration of the course pro-rata fees will be worked out and offered to the student. Once the student accepts this offer, there will be no further reduction of the fee.

6.2 Fees not listed in this refund section are not refundable. Prior to a student enrolling fees may be altered without notice. Once a student has

completed enrolment, fees will not be subject to change for the normal duration of the course. If a course length is extended by the student, then any fee increases will be required to be paid for the extended component of the course.

6.3 Prior to a student enrolling fees may be altered without notice. Once a student has completed enrolment, fees will not be subject to change for

the normal duration of the course. If a course length is extended by the student, then any fee increases will be required to be paid for the



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extended component of the course. 6.4 If a student withdraws after any number of deferments. The date on the original CoE will be considered for the purpose of determining the date

of commencement of semester/course in relation to the college refund policy and other related polices 6.5 Refunds will only be paid to the person who paid the fees in the first place. 6.6 Should the college cease to trade for any reason the Australian government through the Tuition Protective service (TPS) will either find you a

new provider or arrange for the refund of fees paid. (tps.gov.au) 7.0 Tuition Protection Service

Melbourne Advanced Commerce Institute, at its own cost, participates in the Tuition Protection Service (TPS) to protect the interest of both MACI and its students. TPS is an initiative of the Australian Government to assist international students whose education providers are unable to fully deliver their course of study. The TPS ensures that international students are able to either:

• complete their studies in another course or with another education provider, or

• receive a refund of their unspent tuition fees.

In the unlikely event the education provider is unable to deliver a course that the student has paid for and does not meet their obligations to either offer an alternative course that the student accepts or pays the student a refund of the unspent prepaid tuition fees (this is called a provider’s ‘default obligations’), the TPS will assist the student in finding an alternative course or to get a refund if a suitable alternative is not found.

The Tuition Protection Service (TPS) aims to protect the considerable investment international students make in Australian education, and to protect and enhance Australia’s global reputation. For more information on TPS for international student, please visit: https://tps.gov.au.

Internal and External Complaints and Appeal Policy and Procedures

1.0 Policy

The intent of this policy is to ensure fairness and justice to complaints and appeals management with MACI, including: 1.1 All related parties have the right to access into complaints and appeals procedure and all evidence will be considered

1.2 Those matters which are not relevant to the complaint or appeal will not take into account.

1.3 The reviewer/decision maker will be fair, professional and transparent without bias when conducting the assessment of the complaint or

appeal.

1.4 The procedure will be implemented at no cost to students

1.5 A complaint and appeal will be assessed within 10 workings days of the formal lodgment of the complaint or appeal and supporting

information/documents are taken to finalize the outcome as soon as practicable. The outcome of complainant or appellant will be given a

written statement including details of the reasons for the outcome to the student. MACI will immediately advise the student and implement

any decision in the event of any favorable outcome to the student.

1.6 All Records of formal Complaints and outcomes will be kept confidentially and filed in student’s admin file.

1.7 The complaints and appeals policy and procedure are detailed on the International Student Acceptance Agreement and is provided to all

prospective students before offering them an eCoE.

1.8 Students are allowed to have their own nominee to accompanied and assisted them at any stage in the internal complaint or appeal process

1.9 Students may raise any matters of concern relating to student academic progress, assessment, curriculum, quality of course delivery,

academic achievement in a course and awards in a course, sexual harassment, discrimination, unfair treatment, concerns about campus

facilities environment, and other issues that may arise. A complaint can be in relevant with another student, MACI staff, MACI management,

any matter in relevant to study at MACI or a third party delivering service on MACI behalf (if relevant).

1.10 MACI classified complaints and appeals into two categories: Informal Complaints and Appeals and Formal Complaints and Appeals.

1.11 If the complaint is not resolved through informal procedures, students may initiate a Formal Complaints and Appeals Process within 5

workings days of the incident. The written complaint will then be acknowledged by the Institute within 5 business days with an outline of the

process to be followed and an estimated timeframe for resolving the complaint. Any expected delay is required to be explained. Should a

delay be encountered once the complaint handling process has been commenced, this is required to be advised in writing with a revised

period. Review of the complaint will begin within 10 business days of the Institute receiving the formal written lodgment of the complaint.

1.12 In the following matters, A formal Internal appeals must be lodged within 20 workings days of notification of an intention to report the student

to Department of Home Affairs (DHA) in order to be taken into account by MACI.



https://tps.gov.au/

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• Unsatisfactory course progress

• Unsatisfactory attendance

• Non-payment of fees

If the student has chosen not to access the internal complaints and appeals process within 20 working day period, MACI must report the student on above matters after 20 workings days. If the student has accessed the internal and external complaints handling and appeals process within given 20 working days, MACI will not report the student through Provider Registration and International Student Management System (PRISMS) for above matters until:

• the internal and external complaints processes have been completed and the breach has been upheld

• the student has chosen not to access the external complaints and appeals process

• the student withdraws from the internal or external appeals process by notifying MACI in writing

1.13 MACI will advise the student of their right to access an external complaint handling and appeals process, if the student is not successful in

MACI internal complaints handling and appeals process. The advice will be given to student within 10 workings days of completion of

internal complaints handling and appeals process.

1.14 Throughout the complaints and appeals process, MACI will maintain the student’s enrolment while the internal complaints and appeals

process is ongoing and will keep all parties involved of the steps taken throughout the process

2.0 Procedures

In following each stage, student will get notified in writing of the outcome with the reasons for decision within specific timeframe, and the [Complaints and Appeals Register] will get updated accordingly.

2.1 Stage 1 – Informal Complaints and Appeals

Informal Complaints are those NOT logged on the Complaints and Appeals Form. Student with an issue, questions or complaint can attempt to resolve the matter via discussion, negotiation and agreements with following MACI staff members who are responsible to try and resolve the issue, question or complaint with the student:

• Trainer

• Trainer Manager

• Administration Manager

• Student Support Officer

• CEO

Further investigation will be conducted if necessary and follow up with another meeting with student to discuss the outcome and offer a solution if appropriate. Students who are not satisfied with the outcome of the complaints are encouraged to register a formal complaint which is the next stage.

2.2 Stage 2- Formal Complaints

If complaints are not resolved through an informal process, students can register a formal complaint by:

• collecting the Complaints and Appeals Form which can be requested from the reception or any Administration officer.

• Return the completed Complaints and Appeals Form to Administration Manager/Student Support Officer

• Once the Complaints and Appeals Form is lodged, it will be dealt in the formal complaint process.

The formal complaints process will commence within 10 working days of the formal lodgment of the Complaints and Appeals Form with supporting document/information. The complainant will get notified of the outcome/solution in writing within ten (10) workings days from the commencement of the complaint process. If a complaint investigation time exceeds the above timeframe, MACI will notify the complainant in writing, the reason, and new expected timeframe to resolve the complaint. In this process, if a complainant is not satisfied with the outcome, MACI will advise their right to access an Internal Appeal Process in next stage.

2.3 Stage 3- Internal Appeal Process -General

If a complainant is not satisfied with the outcome of the formal complaint, they will be advised their right to access an appeal in writing to the CEO, the Student Support Officer, the Administration Manager, or the Training Manager of MACI within ten (10) working days of receiving the notification of the outcomes/decisions of the formal complaint. The reviewer will initiate all necessary consultation and investigate with complainant and other relevant person to determine a solution of the appeal. The outcome will provide to the complaint in written with detailed reasons for the decision, within ten (10) working days from the commencement of processing. If an appeal process



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exceeds the above timeframe, reviewer will notify the complainant in writing, the reason, and new expected timeframe to make a determination of the appeal. The reviewer may:

• uphold and confirm the decision

• vary the decision

• set the decision aside and substitute a new decision

2.4 Stage 3- Internal Appeal Process – Assessment

If a student feels they have been unfairly assessed or there are circumstances that impacted their performance, they can appeal an assessment decision by obtaining an Assessment Appeals Form from reception. First, a student should approach their trainer/assessor in this case, outlining the reasons of their appeal.

Then, if the assessor/trainer considers there are reasonable grounds for the appeal, he/he may decide to re-assess the student. The trainer/assessor should document this process along with the outcome noted on the Assessment Appeals Action Report, and forward to Administration Team to record the appeals in Complaints and Appeals register. All supporting document should be placed in the student file.

However, if the assessor/trainer decides to refuse the student an opportunity for re-assessment, the student may lodge a formal appeal by submitting an assessment appeal form. The student must provide reasons and supporting document for the appeal by directly hand over the Student Support Officer or Administration Manager, or via email to [email protected]. Students will be responded by email/post acknowledging the receipt of their appeal with a copy of complaints and appeals policy within ten (10) working days from the lodgment. If the students appeal is refused, the outcome will be sent in writing including detailed reasons of the decision. The notification will also include the student of his/her right to access the external appeals process and the authority that they can seek.

2.5 Stage 4- (If applicable) Continuous improvement

If there is any issue arising during an informal complaint, formal complaint, or an internal appeal which is found to be a systemic issue which needs to implement improvement. The relevant staff who is dealing with the case should report in writing via email to CEO to address the matter. CEO can initiate a Management Group Meeting to discuss the matter which can be recorded and be used as part of the continuous improvement activities of MACI.

2.6 Stage 5 – External Appeal Process

The purpose of the external appeals process is to consider whether RTO has provided a fair and equitable process and adhered to its complaint and appeals policy procedure, not to change the decision already made in regards to initial complaint or appeal. For example, if an appellant appeal against his or her assessment outcomes and appeals the decision, the external appeals process (if accessed) will consider the way in which the internal appeal was conducted; it would not make a determination change the assessment outcome. The student can appeal externally to ASQA or to the Overseas Student Ombudsman who investigates complaints about the actions and decisions of private registered education providers in connection with overseas students.

External Appeals:

The purpose of the external appeals process is to consider whether RTO has provided a fair and equitable process and adhered to its complaint and appeals policy procedure, not to change the decision already made in regards to initial complaint or appeal.

For example, if an appellant appeal against his or her assessment outcomes and appeals the decision, the external appeals process (if accessed) will consider the way in which the internal appeal was conducted; it would not make a determination change the assessment outcome.

The student can appeal externally to ASQA or to the Overseas Student Ombudsman who investigates complaints about the actions and decisions of private registered education providers in connection with overseas students.

Organisation: Overseas Student Ombudsman (http://www.ombudsman.gov.au/ )



http://www.ombudsman.gov.au/

http://www.oso.gov.au/

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Contact point:

Online Complaint Form: https://forms.business.gov.au/smartforms/servlet/SmartForm.html?formCode=oco-complaint-form Call: 1300 362 072 (within Australia) Outside Australia call +61 2 6276 0111. Enquiries 9 am to 5 pm Monday to Friday (AEDT) Postal: GPO Box 442 Canberra ACT 2601. Melbourne Office: Level 6, 34 Queen Street, Melbourne VIC 3000

Transfer to Another Provider

Policy

The following policy and procedure ensure that Melbourne Advanced Commerce Institute (MACI) processes request for students to transfer from or to other training providers in accordance with ‘Standard 7 – Overseas Student Transfers’ of the ‘National Code of Practice for Providers of Education & Training to Overseas Students 2018’.

MACI is restricted from enrolling transferring students prior to a student completing 6 months of their principal course of study. This means MACI will not knowingly enrol an overseas student transferring to MACI from another RTO, who has not completed at least 6 months of their principal course without meeting specified criteria outlined in the ESOS National Code 2018. However, there are some exemptions applied which are discussed in the procedure below. This policy details the procedures for assessing applications to transfer within this 6-month period.

The procedures outlined below will ensure that it does not enrol any transferring international student prior to the 6 months of their principal course

being completed unless the previous provider has recorded releasing information on PRISMS.

Students who have studied longer than this period of 6 months can apply as normal. The relevant information is provided through PRISMS where the releasing provider records this information. The following procedures have been separated into ‘Incoming students’ and ‘Outgoing students.’

Procedures

Any requests that are received in relation to a student willing to transfer education providers shall be the responsibility of the Administration Manager/Officer. The Administration Manager/Officer shall assess the applications to transfer education providers and conclude an outcome based on the following procedure. Requests to transfer to MACI from another Training Provider

The following procedure is relevant to any student who applies for a course within MACI and is currently studying onshore with another registered provider.

For this procedure to be completed the applicant must provide a copy of their passport (along with original passport to certify the copy) to look up

PRISMS. Once this information is obtained the following steps are taken:

i. Administration Manager/Officer accesses the student information via documents provided by student along with a copy of his/her passport. The current student visa can be verified by Visa Entitlement Verification Online (VEVO). They are to ascertain if the length of studies completed in their current Principal course of study is greater than 6 months.

ii. If they have completed more than 6 months of their principal course of study, the application process proceeds as normal as for all students. iii. Where a student has NOT completed 6 months of their principal course of study, the relevant information is checked where the previous

provider has recorded releasing information on PRISMS. iv. If no releasing information is found, MACI will not enrol the student, who have not completed 6 months of their principal course of study. v. If student release is found and the student has no outstanding matters of concern, the application proceeds as normal as for all applicants. vi. If no satisfactory information is obtained from PRISMS regarding such applicant, the application will not be processed, and the student will

be informed in writing about the outcome of his/her application.

MACI will not knowingly enrol an overseas student transferring to MACI from another RTO, who has not completed at least 6 months of their principal course, except where any of the following applies:

• Releasing RTO, or the course in which the overseas student is enrolled, has ceased to be registered;

• Releasing RTO has had a sanction imposed on its registration by the ESOS agency that prevents the overseas student from continuing

his or her course at that registered provider;

• Releasing RTO has agreed to the overseas student’s release and recorded the date of effect and reason for release in prisms;

• Any government sponsor of the overseas student considers the change to be in the overseas student’s best interests and has provided



https://forms.business.gov.au/smartforms/servlet/SmartForm.html?formCode=oco-complaint-form

https://forms.business.gov.au/smartforms/servlet/SmartForm.html?formCode=oco-complaint-form

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written support for the change

Note that in the very rare circumstances where the original institution or course has ceased to be registered, or sanctions have been placed on the original institution by the Australian government which do not allow the student to continue with the course, MACI will not consider ‘release’ information on PRISMS. Evidence of this occurrence would be placed in the student file. Requests to transfer from MACI to another Training Provider

The following procedure is relevant to those students willing to transfer to another education provider prior to completing six (6) months of their principal course of study at MACI.

i. Students make a written request (must be in person with submission of Cancellation of Enrolment Form) to Administration Manager/Officer

to transfer to another provider.

ii. The student is asked to provide a valid ‘Letter of Offer’ from the new provider authenticating the transfer and the student is able to provide

a letter indicating the benefits of transferring from their current course of study.

iii. Circumstances in which MACI will grant the transfer request because the transfer is in the overseas student’s best interests, including but

not limited to where MACI has assessed that:

▪ MACI has cancelled/ceased to offer the students program as outlined in the written agreement

▪ Government considers the change to be in the student’s best interest, if they are a sponsored student (written confirmation from

sponsor required)

▪ Overseas student will be reported because they are unable to achieve satisfactory course progress at the level they are studying, even

after engaging with the intervention strategy

▪ There is sufficient evidence of compassionate or compelling circumstances

▪ There is evidence that the overseas student’s reasonable expectations about their current course are not being met

▪ There is evidence that the overseas student was misled by the registered provider or an education or migration agent regarding the

registered provider or its course and the course is therefore unsuitable to their needs and/or study objectives

▪ An appeal (internal or external) on another matter results in a decision or recommendation to release the overseas student

▪ Exceptional circumstances (documentation required to support circumstances).

In assessing the application to transfer, the Administration Manager/Officer will check the following points:

▪ Ensure any outstanding fees are paid

▪ Ensure the student is fully aware of all issues relating the transferring of providers.

iv. Once the above points have been addressed by the Administration Manager/Officer, student’s enrolment at MACI will be cancelled and

student release information will be recorded in PRISMS. The student will also be advised of the need to contact Department of Home Affairs

(DHA) and check if their existing visa allow them to study the intended course. Any issues will be reported to the CEO.

v. The Administration Manager/Officer reports the student’s termination of studies to the appropriate government agency(s) via PRISMS.

vi. Where the transfer is not in the best interest of the student, the request to transfer to another RTO will be refused. Reasons for refusal may

include but are not limited to:

▪ Outstanding payment

▪ New course location or outcome is not suitable to student situation

▪ Provider is not a CRICOS registered provider

▪ The welfare of the student is compromised

vii. This decision of the appropriateness of the transfer will be made by the Administration Manager/Officer and shall be given to the student in

writing. The above process should not take more than 5 working days once the student has provided the necessary documentation

viii. In an event where the student’s application of transferring to another provider is refused, the overseas student will be informed in writing

about student’s right to appeal against the decision.

ix. Overseas Student will have access to MACI’s Complaints and Appeal processes. Students can appeal against the decision within 20

working days after the outcome was informed to the student.

x. MACI will not finalise the student’s refusal status in PRISMS until the appeal finds in favour of the registered provider, or the overseas

student has chosen not to access the complaints and appeals processes within the 20-working day period, or the overseas student

withdraws from the process.



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xi. All requests, considerations, decisions and documentation to be placed in student’s file for 2 years after the overseas student ceases to be

an accepted student.

xii. The approval of transfer of a student to another institution does not indicate the agreement to provide any refund.

PRIVACY

Information is collected on this form and during your enrolment in order to meet our obligations under the ESOS Act and the National Code 2018; to ensure student compliance with the conditions of their visas and their obligations under Australian immigration laws generally. The authority to collect this information is contained in the Education Services for Overseas Students Act 2000, the Education Services for Overseas Students Regulations 2001 and the National Code of Practice for Providers of Education and Training to Overseas Students 2018. Information collected about you on this agreement and during your enrolment can be provided by RTO, the Commonwealth including the TPS or state or territory agencies, in certain circumstances, to the Australian Government and designated authorities; in accordance with the Privacy Act 1988. In other instances, information collected on this form or during your enrolment can be disclosed without your consent where authorised or required by law.

DEFERRING, SUSPENDING AND CANCELLING OVERSEAS STUDENT ENROLMENT

MACI can only defer or suspend the enrolment of a student on the grounds of: (a) Compassionate or compelling circumstances (e.g. illness where a medical certificate states that the student is unable to attend classes), or (b) Misbehaviour by the student. Students may also have their enrolment suspended due to misbehaviour which can also be grounds for cancellation of studies. Students have the right to appeal a decision by MACI to defer, suspend or cancel their studies and MACI will not notify DET of a change to the enrolment status until the internal complaints and appeals process is completed. Deferring a Intake Students who would like to defer their studies must first speak to the PEO. An application to defer form must be completed which will need to be approved by the PEO. Prior to applying to defer their program students must ensure that they have paid any outstanding College fees. Deferral of studies by international students is permitted only in compassionate or compelling circumstances such as serious illness, death in the family or for some other reason such as misbehaviour by the student. Students will be required to provide evidence of the compassionate or compelling circumstances. Failure to Start Course Students who are unable to arrive and start their course on time as agreed or no later than Fourteen (14) days of the agreed start date will have to apply to MACI to defer their studies. Suspension due to Academic misconduct All students are expected to maintain high standards of academic honesty and integrity. Academic misconduct is defined as attempts by students to cheat, plagiarise or otherwise act dishonestly in undertaking an assessment task, or assisting other students to do so. Students are considered guilty of cheating if they seek to gain advantage by unfair means such as copying another students’ work, or in any way mislead a lecturer or tutor about their knowledge, ability, or the amount of original work they have done. a) Student’s responsibilities:



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1 During Examinations a) Students must not help or receive assistance from other students b) Students must not request the loan of or lend materials or devices to other students c) Students must not bring any materials into the examination room other than those specified for that examination d) Students must not use computer software or other devices during an examination other than those specified. A student may be excluded from an examination in a unit for any of the following reasons: • unauthorised absence from class. • failure to meet unit requirements, for example non-submission of assignments or failure to attend class or mid-semester tests. • academic misconduct • general misconduct (see below) 2 Other assessment tasks a) Students must not copy or paraphrase any document, audio-visual material, computer-based material or artistic piece from another source except in accordance with the conventions of the field of study b) Students must not use another person’s concepts, results or conclusions and pass them off as their own c) In cases where the assessment task is intended to be individual work not group work, students must not prepare an assignment collaboratively and then submit work that is substantially the same as another student’s assessment. d) Students must not ask another person to produce an assessable item for them. b) RTO’s responsibilities: Procedural fairness 1. Students must be treated fairly, with dignity and with due regard to their privacy 2. Students are to be regarded as innocent of the alleged misconduct until they have either admitted to it or been found by proper inquiry of the student conduct committee to have so behaved. 3. Past misconduct is not evidence that a student has behaved in the same manner again. 4. Each case is dealt with on its own merits and according to its own circumstances with the proviso that the first instance of misconduct will be penalised more leniently than subsequent instances of misconduct. c) Penalties 1. Penalties imposed will take into account the nature and the extent of the misconduct 2. A student’s second offence is penalised more severely than their first offence and a third offence will result in exclusion from MACI. 3. The following penalties may be imposed: a warning, a reduction in grades, receiving zero for an assessment event, failing the unit, exclusion from MACI.

STUDENT SUPPORT

MACI will support students to adjust to study and life in Australia, to achieve their learning goals and to achieve satisfactory progress towards meeting the learning outcomes of the course. MACI will induct each student prior to the commencement of course work to ensure they can settle into their new environment. MACI will provide and inform the students of their available support and welfare services, staff availability and point of contact if they have any issue. MACI will ensure it has sufficient student support personnel to meet the needs of the all enrolled students. MACI will ensure that all staff that interact directly with students are aware of the both MACI’s and their obligations under the ESOS framework as well as the potential implications to students.



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Testimonials Student Name: Chen Shuai from China

I come from China. I am studying Diploma of Business at Melbourne Advanced Commerce Institute for developing my career. My experience as a student has been life-changing as I have developed business skills.

Student Name: Yun-Shan Yu from Taiwan

I like the fact that the classes are small and that the instructors are friendly. They are always willing to help and are very flexible in meeting to help students. MACI offers students a wide choice of social activities. The environment here is sociable and many of my classmates have become friends.

Student Name: Wong Tiong Yi from

Malaysia

I like the instructors here. They take the time to explain course subjects and are very supportive to students who require extra help. I like the fact that in our classrooms, there is a lot of interaction between the instructors and students.

Student Name: Hyeonho Lee from Korea

I like the friendly atmosphere here and the fact the teachers are really close to the students. We are very supported in our studies. Teachers a real kind and their way of teaching is really interesting. They are also very motivational. We are enthused by the classes.



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CRICOS Code 03490G

Trading as Melbourne Advanced Commerce Institute

level 2, 259 Collins Street, Melbourne, VIC,3000

RTO Provider Number 32471

www.maci.vic.edu.au

03 8640 8070

[email protected]

mailto:[email protected]

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