Pre- Course Assessments & Compliance?

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What is compliance?

A high quality VET system needs clear and relevant standards against which providers and regulators can be held accountable. …………………………

Clear and relevant standards are also critical in ensuring that providers know what they need to do in order to be compliant and what they can expect from VET regulators.

https://www.google.com.au/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=what++compliance+means+in+the+VET+sector

http://www.microtool.de/en/project-management/4-steps-to-effective-compliance-measures/

SRTO 2015The 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:

Responsive to the learner and industry

SRTO 2015 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

1.1 The RTO’s training and assessment strategies and practices, including volume of learning, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.

How?

What do you have to do?

Clause 1.2For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:• the existing skills, knowledge and the

experience of the learner

1.1• Determine what potential learners

have to be able to do before they start• Categorise this into the reading,

writing, numeracy, oral communication and learning levels required for the learner to have at the end the training

• Determine what level of experience or expertise is required for the learner to have as a graduate

How do you do it?

1.1 Meet the requirements of the

Training Package• Establish what the requirements are e.g. the Language, Literacy & Numeracy (LLN) Skills using the Australian Core Skills Framework (ACSF) and/or the employability skills e.g. the Core Skills For Work (CSfW) Framework• Validate this against an ISC summary

or other industry validators

Entry requirementsIdentify any mandatory requirements for learners commencing the program………………….. …

identify any areas where learners may need additional support (e.g. if they have low English levels) ………….

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.1--1.4.html

Determining the LLN standards in a Training Package

http://www.industry.gov.au/SKILLS/FORTRAININGPROVIDERS/AUSTRALIANCORESKILLSFRAMEWORK/Pages/default.aspx

Australian Core Skills FrameworkThe Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication and numeracy. From Pre- Level 1 to Level 5

National Foundation Skills Strategy for AdultsThrough the strategy all Australian governments have committed to a target that, by 2022, two thirds of working age Australians will have literacy and numeracy skills at Level 3 or above. (refers to the levels in the Adult Literacy and Life Skills Survey undertaken in 2006 by the Australian Bureau of Statistics).

Determining the Employability Skills in a Training Package

http://www.industry.gov.au/skills/ForTrainingProviders/CoreSkillsForWorkDevelopmentalFramework/Pages/default.aspx

Core Skills for Work Developmental FrameworkThe Core Skills for Work Developmental Framework describes a set of non-technical skills, knowledge and understandings that underpin successful participation in work. These skills are often referred to as employability or generic skills. They include skills such as problem solving, collaboration, self-management, communication and information technology skills. From Stage1: Novice to Stage 5: Expert operating in the workplace or getting into it communicating with others actually doing your job

National Foundation Skills Strategy for Adults

The Australian Government funded the development of a new Core Skills for Work Framework, which assists with the identification, description and

measurement of employability

skills.

1.1 Meet the requirements of the Training Package

- which can be determined by analysing units of competency in that qualification to determine their level of ACSF and stage for the CSfW

Foundation SkillsThis section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance

https://governmentskills.com.au/resources Facilitator Guide

http://www.cshisc.com.au/media/340094/HLT_Foundation_Skills_Guide.pdf

1.1 Meet the requirements of the Training Package

BSBIND201 - Work effectively in a business environment

IBSA sample : BSBIND201 - Work effectively in a business environment

Reading, Writing, and Oral Communication: Foundation Skills

Reviews documentation to identify relevant information for requirements of job role and organisation

Completes documentation necessary for work tasks and reporting requirements using clear, concise and accurate grammar and language

Clarifies requirements and responsibilities of job role and organisation by using effective questioning and listening techniques to seek advice, information and feedback

Contributes to an effective working environment by communicating with others, by behaving courteously and using non-discriminatory language

ACSF Sample activities at level equivalent to the statements from the Unit of CompetencyReading Level 3Interprets information in a range of formats that has been produced using familiar software programs, e.g. memos, instant messages, reports, spreadsheets or data presentationsWriting Level 3Completes workplace records and forms accurately and legibly using correct technical and enterprise specific vocabularyOral Communication Level 3Actively participates in a small group discussion, e.g. to solve a problem or share an opinion on a subject of interest to a group, such as reducing waste or planning a group activity

1.1 Meet the requirements of the Training Package

BSBIND201 - Work effectively in a business environment

Core Skills For Work: BSBIND201 - Work effectively in a business environment

Advanced Beginner

Generally understands what to communicate, with whom and how in highly familiar, routine work situations  Identifies, and takes steps to follow, accepted communication practices and protocols in immediate work context e.g. ways of communicating with those in authority 

Skill Cluster Skill Area Focus AreaInteract with others

2a. Communicate for work 

Respond to communication systems, practices and protocols

Interact with others• Recognises common

differences in other people and implements basic strategies to address own reaction to these differences

• Uses basic communication strategies to implement and complete work tasks including seeking advice when required

How do you show this?

Name of RTO RTO ManagementCode Title of qualificationVersion

BSB20115

Certificate II in Business  1

Foundation Skills

Australian Core Skills Framework

ACSF (LLN) 

Core Skills for Work (CSfW)

Minimum level ACSF Level 3  

Advanced Beginner• Has some practical experience of the

Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.

• Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations 

Training and Assessment Strategy

Responsive to the learner and industry

SRTO 2015

Learner Support1.7 The RTO determines the support needs of individual

learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the AQF qualification, skill set or VET course as specified in training packages or VET accredited courses.

How?

So what are the support parameters?

RTOs must to be able to demonstrate they identify, for each learner, any additional support required and that this support is made available, either directly or via arrangements with a third party.At minimum, support should include:• identifying particular requirements such as literacy, numeracy, English

language or physical capabilities learners would need to complete each course• developing strategies to make support available where gaps are identified.• While a formal assessment process is not required, you must be able to

demonstrate how your RTO identifies support needs (for example, by requiring learners to complete a self-assessment as part of the enrolment process).

• Where additional support requirements have been established, you must be able to demonstrate that this support has been made available.

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html

What do you have to do?

1.7 This may include providing:• Language, Literacy and

Numeracy (LLN) support http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html

• Have a process to identify the level of experience and expertise of the learner

• Cross reference the learner’s needs to what you as an RTO can provide

• Provide the support options to that learner

How do you do that?

1.7

Determine the learners needs

• Assess what the learner skills are in terms of vocational and foundation skills

• Compare those skills to that required by Training package

• Determine support parameters

1. Design a pre-course assessment that identifies the LLN and employability skills of the learner that is benchmarked to the ACSF and CSfW required by the qualification

2. Decide what support you can afford i.e. Small group or 1:1 tuition

3. Provide the Vocational Trainer with Learner guides that develop the LLN skills within the context of the unit or qualification e.g. Teach2Learn resources

How do you show this?

Name of RTO RTO ManagementCode Title of qualificationVersion

BSB20115

Certificate II in Business  1

Pre-TrainingAssessment

A Pre-Training Assessment is conducted with enrolment to determine the Foundation Skills of the learner in relation to the requirements of the course.  It is expected that the learner will gain the requisite Foundation Skills during the course delivery so an ACSF 2 and CSfW Novice is accepted entry to the course. (SRTO 2015 - 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 5: Each learner is properly informed and protected) 

Training and Assessment Strategy

www.pininterest.com

But what if the ISC has not provided you with the ACSF and CSfW information?

As ASQA provides in their example case study – select the crucial core skill required for that qualification or skillset or unit

Or as IBSA ‘s Foundation Skills provide 2 or 3 specific core skills – just develop a pre-course assessment for those only

OrIf you need an overall picture of what that person can do and know then develop a pre-course assessment to gain a gist of that person’s ACSF level and CSfW stage

Case study: Getting the calculations rightGHI Training identifies that a qualification requires the ability to carry out complex calculations quickly and accurately. On their website, this information is provided so potential learners are aware of this requirement. The website also includes information about optional tutorials (available at extra cost for learners who need additional support in this area).

As part of the RTO’s enrolment process, learners undertake a short assessment based on the type of calculations they will need to be able to complete. Assessment results determine whether the learner will need additional support or whether the learner should undertake further study in this area prior to enrolling in the course.

If a learner is identified as needing additional support, the RTO arranges tutorials to allow the learner to increase their skills prior to when these components are scheduled in the course.

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html

Teach2Learn Sample activities at level equivalent to the statements from the Unit of Competency Numeracy Level 4 Represents statistical system

information and data (e.g. customer satisfaction survey results, phone enquiry data or customer profiles), and analyses and interprets the data using graphical and numerical processes (e.g. graphs, charts or averages) to show different interpretations and influences

Case study: Getting the communication right

ACME Training identifies that the unit requires the ability to review relevant documents, complete these documents accurately and appropriately; and demonstrate confidence and courtesy when asking for directions or clarification. As part of the RTO’s enrolment process, learners undertake a short assessment based on the type of reading, and writing they will need to be able to complete. Also an interview to clarify their goals and understanding of English. Assessment results determine whether the learner will need additional support or whether the learner should undertake further study in this area prior to enrolling in the course.

If a learner is identified as needing additional support, the RTO arranges tutorials to allow the learner to increase their skills prior to when these components are scheduled in the course.

IBSA ‘s Foundation Skills provide 2 or 3 specific core skills

T2L sample : BSBIND201 - Work effectively in a business environment

Teach2Learn Sample activities at level equivalent to the statements from the Unit of Competency Oral Communication Level 3 Actively participates in a small group

discussion, e.g. to solve a problem or share an opinion on a subject of interest to a group, such as reducing waste or planning a group activity

Generally understands what to communicate, with whom and how in highly familiar, routine work situations  Identifies, and takes steps to follow, accepted communication practices and protocols in immediate work context e.g. ways of communicating with those in authority

Navigate the world of work: Stage of expertise = Advanced Beginner

T2L sample : BSBIND201 - Work effectively in a business environment

Case study: Getting the profile right

ACME Training identifies that the qualification requires the ability to read and complete forms commonly used in social or workplace situations ,and can explain their personal details and training or workplace goals. As part of the RTO’s enrolment process, learners undertake a short assessment that enables them to demonstrate the extent of their reading, writing, and numeracy skills. Also an interview to explain their workplace or training goals or experience, which will reveal their level of speaking and understanding English. Assessment results determine whether the learner will need additional support or whether the learner should undertake further study in this area prior to enrolling in the course.

If a learner is identified as needing additional support, the RTO arranges tutorials to allow the learner to increase their skills prior to when these components are scheduled in the course.

If you need an overall picture of what that person can do and know then develop a pre-course assessment to gain a gist of that person’s ACSF level and CSfW stage

Pre-Course Assessment: Part OneComplete the form (written and verbal Interview)

 

Personal details(1.03,1.04;1.05,1.06)What is your name, address and contact details?

 USI …………………………………………………………………………………….Title Mr Mrs. Ms. Miss. Master. Dr. Other …………………….Name ………………………………………………………………………………Address …………………………………………………………………………..Contact phone .………………………………………………………………..Email ………………………………………………………………………………

Age (1.09,1.10,1.11)When were you born? How old are you?How old are you as of today’s date in years, months and weeks and days?(2.01.2.02; 2.09,2.10,2.11)

 Date of Birth ………….………../……………………/………………………… Age ……………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Enrolment Form : ACSF Levels

Enrolment Form : CSfW stagesPre-Course Assessment: Part TwoComplete the form (written and verbal Interview)

 

Tick a box to say: 1 - Not at all 2- A little 3- Somewhat 4 – Mostly 5 - Definitely

1. NAVIGATE THE WORLD OF WORK

a) Manage career and work life 1 2 3 4 5I know what I would like to do for my career and work life.          I have made a start towards my career and work life.          I know I can apply for jobs and can do so without help          I look for different ways to learn to help me improve my work skills          Total          b) Work with roles, rights and responsibilities 1 2 3 4 5I can do my own work without needing help          I know my legal rights and responsibilities in the workplace          I help others in my workplace to do the right thing legally          I know how to change to suit different workplaces          I know I can apply rules and procedures in my role and like to help towards their improvement

         

Total          

Level 2

Learning

Reading

Writing     

 Numeracy Oral Communication

identifies possible areas for training

reads form without support

writes (min.) two sentences in response to questions on form

shows some variation in spelling that does not interfere with the overall meaning

identifies time and actions from own history

explains personal situation and previous achievements

Assessor Guide: ACSF descriptors   Mostly 1s

  

Novice

Has little or no practical experience of the Skill Area on which to base actions.

Is highly reliant on explicit ‘rules’ (e.g. instructions, processes, procedures, models), guidance and support and priorities determined by others, to guide activities.

  Mostly 2s

  

Advanced Beginner

Has some practical experience of the Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.

Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations.

Assessor Guide: CSfW StagesEnrolment Form : Foundation Skills

https://blog.samanage.com/friday-fun/the-10-funniest-it-memes/

• Each learner is properly informed and protected.

Standard 5:

Pre- Assessment

SRTO 2015Standard 5. Each learner is properly informed and protected. 5.1 Prior to enrolment or the commencement of

training and assessment, whichever comes first, the RTO provides advice to the prospective learner about the training product appropriate to meeting the learner’s needs, taking into account the individual’s existing skills and competencies.

When?

What do you have to do?http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-five/clauses/clauses-5.1--5.4.html

Your RTO must provide clear information to prospective learners to enable them to decide if your RTO and course is suitable for them, taking into account their existing skills and knowledge and any specific needs. Prior to enrolment or commencement of training or assessment activities (in this context, assessment includes the collection or analysis of evidence for recognition of prior learning activities), you must provide clear information to learners about the following:

Course Outline Full course code and title Venue, length and mode/s of delivery and/or assessment Fee information

Student Handbook Support services Fee information Funding entitlements Third party arrangements (if applicable Consumer rights

Enrolment Policy Entry requirements Funding entitlements Consumer rights

How do you do it?

Course Outline

Documents to be available

On website In print for face to face

Common element? Prospective students MUST acknowledge they

have read and understood the requirements of the course they are choosing to enrol in

Sign by clicking to go on or handwritten signature Complete the pre-assessment

Samples …. Policy and Procedures Student Handbook

Policy and Procedures

Enrolments PolicyPurposeRTO is committed to providing quality training and assessment in accordance with the Standards for Registered Training Organisations (SRTOs 2015). As such, RTO is required to comply with relevant Commonwealth, State and Territory laws regarding and including anti-discrimination and equal opportunity. RTO is committed to providing the best practice, professional products and services to its clients and acknowledges it can only succeed in this with effective and efficient quality processes. The purpose of this policy is to provide a fair and equitable process for client enrolment and ensure clients are provided with accurate and sufficient information to make an informed choice about their enrolment

and chosen course. Policy Principles  

Information to Clients a) Prior to enrolment each client is provided with access to a Student

Handbook, Course Information, and client policies. (See Client Information Policy)

Language, Literacy and Numeracy Abilities of Clients a) Clients intending to enrol for training are assessed on their language,

literacy and numeracy abilities to determine their capability to successfully undertake the training and determine whether any additional support is needed. This is a Pre-Course Assessment as part of the Enrolment Kit. (See Access & Equity Policy)

Student Handbook

Language, Literacy & Numeracy Support RTO is required to enrol students who are able to demonstrate the requisite Foundation Skills levels for each qualification or course. These levels are proscribed by the units of the qualification in the Training Package.Each prospective students will complete a Pre-Course Assessment on the Foundation Skills – Language, Literacy and Numeracy, and Employability skills – that are embedded in every unit of every qualification delivered by the Vocational trainer.  However, additional support is also provided during the courses for language, literacy and numeracy acquisition in relation to the specific vocational area. These can be in forms of specific learner guides or one-to-one support from the trainer.

Course Outline

Entry Requirements

There are no specific entry requirements for this qualification, although it is expected that candidates will demonstrate language, literacy and numeracy skills to potential to undertake study at Certificate II level.

A Pre-Training Assessment is conducted with enrolment to determine the Foundation Skills of the learner in relation to the requirements of the course.

Compliance and Pre-Course assessment

Next webinar is about Validation – the pre-assessment and documentation