Standard 1

Maree Thorne

Purpose• Requirements to be RTO

• Ensure training meets industry standards and has integrity

• Ensure RTOs operate ethically and consider needs of learners and industry

Standards specify WHAT, but not HOW

= flexibility, innovation

Standards for RTOs 20158 Standards (61 clauses)

Standard 1 Training and Assessment • Strategies (VoL)• Industry engagement• Competency of trainers/assessors• Facilities, equipment, resources• Assessment & validation & transition

Standard 4 Marketing• RTO code• NRT logo • Code and name of training product• Brokers

Standard 2 Quality Assurance• Monitor (including 3rd parties)• Improvements

Standard 5 Information for Learners• Fees, refunds, payment terms • Duration, location, mode

Standard 3 Certification• USI• Credit • Issue and retain • Protect

Standard 6 Complaints and Appeals• Timeframes• ‘Independent’ review• Corrective actions to eliminate reoccurrence

Standard 1 The RTO’s training and assessment strategies and

practices are responsive to industry and learner needs and

meet the requirements of training packages and VET

accredited courses

Standard 1 Training and Assessment

27 Clauses

• Strategies* (VoL, amount of training)

• Industry engagement

• Competency of trainers/assessors

• Facilities, equipment, resources

• Assessment & validation & transition

* ‘Strategies’ ≠ document or template

Forget the standards… Who are my learners? What do they need? To learn? Support? How long might it take? How would it best be provided?

Who can advise me? What about?

Who is best qualified to train my learners? What resources do they need?

How do I know (when) the learners are competent? Really know?

How do I make sure they keep up to date?

Standard 1 1.1 – 1.4 Planning strategies (who, what, resources, timelines)

1.5 – 1.6 Engage with industry (industry relevant equipment & resources - Training

AND assessment AND people)

1.7 Support learners

1.8 Effective assessment

1.9 – 1.11 Validate 1.12 Offer RPL (related to 1.8 and 1.4, have the resources)

1.13 – 1.16 Qualified training and assessment staff 1.17 – 1.20 Supervision of staff

1.21 – 1.25 Teaching trainers (TAE)

1.26 – 1.27 Currency of training product

Strategies

Plan effective strategies, engage, document and acquire resources to support the strategies

What is the BEST way to deliver the training and assessment? What are the learner’s needs / circumstances? Costs? Resources?

• Read the Training Package!!

• ENGAGE with industry.

Identify who is industry? Evidence

HOW use their intelligence.

1.5 – 1.6 Industry ‘engagement’ – a process(Consultation = a conference at which advice is given or views are exchanged)

Is NOT: - marketing, sales, Business

Development

- Employer satisfaction feedback

- A checklist

IS: - Planned, a process, structured

- involvement in the development of how, what, to whom, when you will provide training and assessment services & BY whom

- Listening< LEARNING

1.3 Resources

Physical resources

- Infrastructure, plant and equipment, facilities

- Work placements

- Simulated environments

Assessment Resources

People Resources

- Qualified, competent trainers and assessors

Learning Resources - Workbooks - Online materials- Session plans

Sufficient quantities, industry current, suitable for needs of learners

Learning =

A Process

• Absorb

• Process (v)

• Apply

• Practice

1.2 Amount of Training Volume of Learning (AQF) - Existing skills, knowledge and experience

- Mode of delivery

‘how long a learner would take to develop all the required skills and knowledge’

(teaching, learning activities, self study, research, practice, assessment)

- Duration (qualification)

Amount of training = classes, workshops, workplace learning.

Volume of learning is calculated as:Nominal (supervised) hours + Unsupervised hours = Volume of learning

• The nominal (supervised) hours represent the anticipated hours of structured and supervised learning and assessment required to sufficiently address the content of each unit.

These include hours allocated for learning and assessment activities that are delivered face to face, online and/or via structured distance education.

• The unsupervised hours represent activities that contribute to achieving the course outcomes that are not supervised by an RTO trainer or assessor.

They include activities such as work experience, field placement, private study, practice and/or assignment work.

Allow learners to reflect on and absorb the knowledge, to practise the skills in

different contexts and to learn to apply the skills and knowledge in the varied

environments that the ‘real world’ offers before being assessed

1.7 Support Learners

What are their needs? Strategies to identify.- LLN?- Disability?- Study skills?- Time management? - Research? - Personal issues?- Learning?

Read the training package and implementation guides

Assess skills AND knowledge

- Meet all requirements of the units of competency

+

- Principles of assessment

+

- Rules of Evidence

Assessment 1.8

1.12 Assessment – RPL • RPL – show HOW the assessor has used sufficient, reliable,

valid evidence to make their judgment that all the requirements (of each unit) had been met and that they have documented that process and how they made their decisions, judgements.

1.13 – 1.16 Competent Staff• Develop a consistent format – demonstrate competence

• Have TAE40110 or higher level qual (supervision arrangements?)

• How develop VET, Training and Assessment knowledge and skills, maintain industry currency

• Verify qualifications and competence (work history)

‘Evidence used to demonstrate equivalence of vocational competency may include consideration of relevant past training, including consideration of superseded and pre-existing industry qualifications, experience, and professional development. Equivalency is most commonly demonstrated by an individual through mapping his/her past training, experience and ongoing professional development against the unit of competency. This process may or may not identify gaps that require to be addressed.’

http://www.nssc.natese.gov.au/policies/determination_for_trainer_and_assessor_competencies

1.26 – 1.27 Transition Learners entitled to graduate with a qualification that most closely represents current skills needs of industry.

Transition students from superseded or replaced training product within 12 months* of release

(Standard 5 Advise prospective learners of currency of training product enrolling into)

*18 March AISC agreed to temporarily increase the period allowed to transition

students to the updated training package qualifications. This provision only applies for training products endorsed by the AISC from September 2015 until March 2016. A list of qualifications has been provided to ensure a clear understanding of which products are in scope and have an 18 month transition period. https://docs.education.gov.au/node/40621

Questions?

The quality stamp