TAAENV401A

The Australian vocational education and training policy framework is supported by a range of agencies, policies and structures, including:
 * Task 1**

(i) DEST Department of Education Science and Training. DEST provides national leadership and works in collaboration with the States and Territories, industry, other agencies and the community in support of the Government’s objectives. We develop and implement policies to ensure the continuing relevance of education, science and training to contemporary needs and the growing requirement for lifelong learning. We also ensure high quality and value for money in delivering Government funded programmes. http://www.dest.gov.au/

(ii) Australian Quality Training Framework This is a set of formerly 12 and now 3 nationally endorsed standards that govern the way that RTO's operate. http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/aqtf/

(iii) Australian Qualifications Framework The Australian Qualifications Framework (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities). http://www.aqf.edu.au/

(iv) State Training Authorities These manage VET in each state and in SA it is a section of DFEEST called the Quality Branch. They conduct audits of RTO's to ensure that they are complying with Australian Quality Training Framework standards Department of Further Education, Employment, Science and Technology http://www.training.sa.gov.au/ovet_home.asp General Enquiries: 8226 3821 Fax: 8226 9533 Address: Level 4 11 Waymouth Street, Adelaide SA 5000 Postal Address: GPO Box 320 Adelaide SA 5001 Courier: R 11/22A

(a) Describe the role of each of the above in contributing to vocational training and education in Australia. (1 page)

(b) Provide the website address for each of the above (or in the case of (iv), provide the name and contact details of the South Australian Training Authority.


 * Task 2**

Either


 * (i) Subscribe to a source that provides information and advice on vocational training and education issues, e.g. [|www.tpatwork.com], and provide evidence of this subscription.**

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Or (ii) Provide evidence that you have access to such information

Task 3 OHS&W acts Equal Opportunity legislation
 * Provide 2 examples of Commonwealth or State legislation that impact on the operation of Registered Training Organisations, and //briefly// describe the legislative requirements.**

Task 4

(a) RTO Grievance Policy** This defines the process to be used to resolve grievances and disputes between the RTO and students or clients. It is just good practice that any organisation has a process for this that is clear and known by clients. As an example, it may need to be used where an assessor makes a judgment call that a student feels is not accurate or fair.
 * (i) Describe the purpose and key features of any 2 of the following:

(c) RPL policy** How do student apply for RPL? Who do they apply to? How long should they have to wait for a response? These are the sorts of qestions that an RPL policy might need to answer
 * (b) Pre-course Information to trainee/student


 * (e) RTO Code of Conduct

(ii) Discuss two ethical considerations that should be adhered to in work practices within all RTO’s** Duty of care This one is particularly relevant to schools engaging in the delivery of VET. There is the need to look out for the physical welbeing of students and so not put them into a hazardous environment. The child protection issues are of special significance. So check out placements and maintain an ongoing monitoring schedule would be one of the practices we implement to ensure that we do a good job of this.

Providing support to learners appropriate to their needs Difference people have different learning needs and this can be more accute for poeple with disabilities. A student with ADD needs to have clear learning tasks with very short term goals and rewards. A visually impaired person may need enlarged text. Some may need access to a program that will read text out aloud or convert it to mp3 format.

Task 5

You have been assigned the task of reviewing client satisfaction with the training services provided by your RTO.

Write a 1/2 page report outlining the following:

(a) Methods of obtaining feedback from trainees and their employer(s) (b) Methods of obtaining client needs with respect to training of the client’s staff (c) Process for evaluating and improving client satisfaction

I would be using a variety of methods or tools to achieve this. F2F provides lots of anecdotal evidence but can be hard to quantify. This makes things difficult if we are looking to be able to measure improvement over time or the success of a particular strategy that we may have put into place. Often F2F and open ended questionnaires or surveys provides the details that can be used to formulate surveys that lend themselves to quantification.

I would want to see what sorts of data collection has been conducted in the past. These may well provide benchmark data that can be used to measure improvement and also will provide guidance about the methods and tools to be used.

Feedback should be obtained following the initial meetings and induction, at various stages throughout the training and assessment period and also at the end once qualifications have been attained. Each of these provides intelligence about that particular stage of the process to guide future processes but also to possibly 'fix' any issues that may have been uncovered for a client.

At the early meetings we are getting a clear understanding of what exactly the client needs are. In the design world we would call this the problem definition. A tour of the workplace would be good so that I can see the sorts of tasks that are requiring training and can see how these tasks fit in with the operations of the organisation more broadly. I think that i would find this sort of tour extremely effective with the exception that the recording of key points would be more difficult. Once these meetings and negotiations have been carried out it is good practice to put things in writing.

At the end of a training cycle we would be needing feedback relating to how the client had assessed the results. Essentially we are looking for evidence that would indicate that the training was helping the organisation achieve its goals more effectively. As there are lots of things we can find to improve, I am after the gold nuggets. These are the things that if we were to change we would likely see the greatest improvements.