VET Delivery Guide RTO 91392 2015
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VET Delivery Guide
2015
Catholic Education Office
RTO 91392
Guidelines to assist Schools meet the Standards for Registered Training Organisations 2015
1
Version History
2015 - Updated Feb, 2015 to reference the new Standards for RTO’s and the USI.
2Catholic Education Office, Diocese of Bathurst
TABLE OF CONTENTS
TABLE OF CONTENTS 3
SECTION 1 INTRODUCTION AND CONTEXT 5
INTRODUCTION AND PURPOSE OF THIS HANDBOOK 6
CONTEXT OF VOCATIONAL EDUCATION AND TRAINING IN SCHOOLS 6
CATHOLIC CONTEXT FOR VET 8
VET QUALITY FRAMEWORK 9
AUSTRALIN SKILLS QUALITY AUTHORITY (ASQA) 15
CATHOLIC EDUCATION OFFICE RTO SCOPE 16
RTO ORGANISATION RESPONSIBILITIES CHART 17
ROLES AND RESPONSIBILITIES 18
MUTUAL RECOGNITION OBLIGATIONS 18
LEGISLATIVE COMPLIANCE 21
COMPLIANCE PROCEDURES FOR SCHOOLS 24
INDUSTRY CURRICULUM IMPLEMENTATION GUIDELINES (ICIGs) 24
QUALITY ASSURANCE PLAN 25
RISK MANAGEMENT PLAN 25
RTO AUDIT 26
SECTION 2 SCHOOL MANAGEMENT OF VET 27
HSC AND VET 28
UNIVERSITY ADMISSION 28
VET SYLLABUS DOCUMENTATION 29
NATIONAL TRAINING PACKAGES 31
APPLICATION TO DELIVER A NEW VET COURSE 32
NOMINATING TEACHERS FOR VET TEACHER TRAINING 33
VET TRAINER QUALIFICATIONS 34
CURRENCY OF TEACHERS QUALIFICATIONS 34
TEACHER PROFESSIONAL DEVELOPMENT / INDUSTRY ENGAGEMENT 35
3Catholic Education Office, Diocese of Bathurst
PROFESSIONAL DEVELOPMENT RECORDS 36
REPLACING A VET TEACHER 36
FACILITIES AND EQUIPMENT FOR VET COURSES 38
TIMETABLING 38
ACCESS TO VET COURSES 39
STUDENT ENROLMENT AND INDUCTION 40
UNIQUE STUDENT IDENTIFIER (USI) 41
USE OF NATIONALLY RECOGNISED TRAINING (NRT) LOGO 41
COMPLAINTS AND GRIEVANCES 42
ASSESSMENT APPEALs 43
QUALITY INDICATOR REPORTING 44
DOCUMENT VERSION CONTROL 45
ARCHIVAL POLICY 45
WORK PLACEMENT 46
SECTION 3 ADVICE FOR VET TEACHERS 47
PROGRAMMING A VET COURSE 48
ASSESSMENT PROCESS FOR VET COURSES 49
PRINCIPLES OF ASSESSMENT 50
RULES OF EVIDENCE 51
CONDUCT OF ASSESSMENT 51
ASSESSMENT VALIDATION 53
RECORDING STUDENT ACHIEVENT OF COMPETENCY 53
RETAINING STUDENT ASSESSMENT TASKS 53
MUTUAL RECOGNITION OBLIGATIONS 54
RECOGNITION OF PRIOR LEARNING (RPL) 54
HSC VET EXAMINATIONS 56
NON COMPLETION OF ASSESSMENT (N AWARDS) 56
SECTION 4 GLOSSARY OF TERMS 57
4Catholic Education Office, Diocese of Bathurst
SECTION 1
INTRODUCTION AND CONTEXT
5Catholic Education Office, Diocese of Bathurst
INTRODUCTION AND PURPOSE OF THIS HANDBOOK
The Vocational Education and Training (VET) Handbook aims to provide VET Teachers and all
school personnel who have responsibilities for VET, within the diocese of Bathurst, with
guidelines and support procedures designed to meet the standards of Registration as a
Training Organisation.
The Catholic Education Office Diocese of Bathurst is the Registered Training Organisation
(RTO) for the NSW Catholic Secondary Schools of the Diocese and as such, accepts
responsibility for ensuring compliance with the Standards for Registered Training
Organisations (RTO’s) 2015. Therefore all schools delivering VET courses as part of the
Higher School Certificate (HSC) or otherwise, must comply with the Standards for RTOs.
The CEO demonstrates commitment to the Standards through the development of various
quality management processes. These processes are used to inform RTO policies and
procedures to be followed at school level.
CONTEXT OF VOCATIONAL EDUCATION IN SCHOOLS
The Australian vocational education and training (VET) system is recognised as among the
most sophisticated in the world because it is:
Industry led employers and industry representatives define what outcome is required
from training.
National the system is jointly managed by state, territory & Australian governments.
Client focused it is flexible and relevant and responsive to client needs.
The Melbourne Declaration on Education Goals for Young Australians (MDEGYA) clearly
establishes the context for VET in Schools programs. Goal 2.7 states that when students leave
school they:
“…are on a pathway towards continued success in further education, training or
employment, and acquire the skills to make informed learning and employment
decisions throughout their lives”
The commitment to action within the MDEGYA, “supporting senior years of schooling and
youth transitions” states that the senior years of schooling should:
“provide all students with the high quality education necessary to complete their
secondary school education and make the transition to further education, training or
employment. Schooling should offer a range of pathways to meet the diverse needs &
aspirations of all young Australians, encouraging them to pursue university or
postsecondary vocational qualifications that increase their opportunities for rewarding
and productive employment.”
6Catholic Education Office, Diocese of Bathurst
In 2014 a VET in Schools Working Party was established to review the New framework for
vocational education in schools 2001 and to deliver a national framework that meets the
contemporary needs of schools, training providers, industry and employers. On 12 December
2014, the Education Council, which reports to the Council of Australian Governments (COAG)
released a framework for vocational learning and VET delivered to school students Preparing
Secondary Students for Work.
The framework articulates that secondary students who have undertaken quality VET:
• have received, or are on the pathway to receiving, a nationally recognised
qualification that is valued by employers
• have achieved competencies that meet the expectations and needs of employers,
and meet the standards and requirements of VET regulators
• know the occupation(s) their qualification can lead to, both in the short term and the
long term
• know the education and training pathway(s) they can follow with that qualification.
7Catholic Education Office, Diocese of Bathurst
CATHOLIC CONTEXT FOR VET
The mission of Catholic education is to promote the integral formation of young people in
accordance with the beliefs and practices of the Catholic Church. The Bishops of New South
Wales and the Australian Capital Territory, in their 2007 Pastoral Letter “Catholic Schools at a
Crossroads”, challenged the Catholic school to develop:
“young men and women of character & faith whose individual gifts are nurtured to
their highest potential so that they can contribute effectively to Church, society and
culture”
The Catholic Education Commission, NSW discussion paper Strategic Directions in VET in
NSW Catholic Schools (2008) presents current perspectives of the place of VET in NSW
Catholic Schools. This document significantly locates VET as central to the Church's
educational mission:
"Catholic schools need to affirm their commitment to the church's mission to reflect
a strong emphasis on educating the whole person".
The document also challenges Catholic schools to be authentically 'catholic' and ensure that:
"every student in every Catholic school should have access to all areas of the
Curriculum (including VET)."
Further to this, the National Catholic Education Commission’s 2007 Scoping Paper on
Vocational Education and Training states that:
"In promoting the welfare of individuals and of society, Catholic school
communities are challenged to provide: curriculum frameworks that cater for the
different talents and skills of young people and enable and value different ways of
learning and knowing; a range of pathways to further education, training or work;
an opportunity for individuals to develop their capacity to contribute to their own
economic and social wellbeing and to the well-being of society as a whole.”
When considering VET provision, schools should consider the following as integral to learning
and teaching in a Catholic School:
• providing vocational education in response to the national training agenda
• offering a range of VET courses which respond to industry, enterprise & community
needs
• ensuring equitable opportunities, with articulation to further education opportunities
and access to long and short term employment as an outcome
• enabling students to participate in programs & activities which foster and develop
enterprise skills
• providing opportunity to work towards a nationally recognised qualification
• offering high quality education necessary to enable the completion of
school education to Year 12 with an HSC outcome
8Catholic Education Office, Diocese of Bathurst
VET QUALITY FRAMEWORK
The VET Quality Framework is aimed at achieving greater national consistency in the way
providers are registered and monitored and in how standards in the vocational education and
training (VET) sector are enforced.
The VET Quality Framework comprises:
• Australian Qualifications Framework 2013
• Standards for Registered Training Organisations (RTO’s) 2015
• Fit and Proper Person Requirements 2011
• Financial Viability Risk Assessment Requirements 2011
• Data Provision requirements 2012
Australian Qualifications Framework 2013
The Australian Qualifications Framework (AQF) is a quality assured national framework of
qualifications in the school, vocational education and training (VET), and higher education
sectors in Australia. Qualifications certify the knowledge and skills that a person has achieved
through study, training, work and life experience. The Framework links together all these
qualifications and is a highly visible, quality-assured national system of educational recognition
which promotes lifelong learning and a seamless and diverse education and training system.
An AQF qualification is recognized all around Australia and internationally. You can access
further information about qualifications or obtain further information about the AQF from
http://www.aqf.edu.au.
Standards for Registered Training Organisations (RTO’s) 2015
Standards for Registered Training Organisations (RTO’s) 2015 is the set of national standards
which assures nationally consistent, high quality training and assessment services for the
clients of Australia’s vocational education and training (VET) system.
RTO’s are audited on a regular basis to ensure they maintain their compliance obligations.
Audits can be via an internal auditing system or an external audit conducted by the Australian
Skills Quality Authority (ASQA). During their registration period RTOs must maintain
compliance and continually improve the underpinning systems and expected results.
9Catholic Education Office, Diocese of Bathurst
RTO’s must meet eight standards for continuing registration with the National Vet Regulator,
ASQA. These standards are:
Training and Assessment
Standard 1 Responsive to industry and learner needs
Standard 2 Quality assurance
Standard 3 Secure and accurate certification
Obligations to learners and clients
Standard 4 Accessible information about services
Standard 5 Informed and protected learners
Standard 6 Fair complaints handling
RTO governance and administration
Standard 7 Effective governance and administration
Standard 8 Legal compliance
The Standards for Registered Training Organisations 2015 can be found here:
http://www.bth.catholic.edu.au/assets/pdf/VET/Standards_for_RTOs_2015.pdf
Most relevant to the day to day operations in Schools is 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
10Catholic Education Office, Diocese of Bathurst
Standards for Registered Training Organisations (RTO’s) 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 the amount of training they
provide, 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.
1.2. For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner
with regard to:
a) the existing skills, knowledge and the experience of the learner;
b) the mode of delivery; and
c) where a full qualification is not being delivered, the number of units and/or modules being delivered
as a proportion of the full qualification.
1.3. The RTO has, for all of its scope of registration, and consistent with its training and assessment
strategies, sufficient:
a) trainers and assessors to deliver the training and assessment;
b) educational and support services to meet the needs of the learner cohort/s undertaking the training
and assessment;
c) learning resources to enable learners to meet the requirements for each unit of competency, and
which are accessible to the learner regardless of location or mode of delivery; and
d) facilities, whether physical or virtual, and equipment to accommodate and support the number of
learners undertaking the training and assessment.
1.4. The RTO meets all requirements specified in the relevant training package or VET accredited course.
Industry relevance
1.5. The RTO’s training and assessment practices are relevant to the needs of industry and informed by
industry engagement.
1.6. The RTO implements a range of strategies for industry engagement and systematically uses the
outcome of that industry engagement to ensure the industry relevance of:
a) its training and assessment strategies, practices and resources; and
b) the current industry skills of its trainers and assessors.
Learner support
1.7. 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 training
product as specified in training packages or VET accredited courses.
Assessment
1.8 The RTO implements an assessment system that ensures that assessment (including recognition of
prior learning):
a) complies with the assessment requirements of the relevant training package or VET accredited
course; and
b) is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and the
Rules of Evidence contained in Table 1.8-2.
11Catholic Education Office, Diocese of Bathurst
1.9. The RTO implements a plan for ongoing systematic validation of assessment practices and
judgements that includes for each training product on the RTO’s scope of registration:
a) when assessment validation will occur;
b) which training products will be the focus of the validation;
c) who will lead and participate in validation activities; and
d) how the outcomes of these activities will be documented and acted upon.
1.10. For the purposes of Clause 1.9, each training product is validated at least once every five years,
with at least 50% of products validated within the first three years of each five year cycle, taking
into account the relative risks of all of the training products on the RTO’s scope of registration,
including those risks identified by the VET Regulator.
1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s assessment practices and
judgements is undertaken by one or more persons who are not directly involved in the particular
instance of delivery and assessment of the training product being validated, and who collectively
have:
a) vocational competencies and current industry skills relevant to the assessment being
validated;
b) current knowledge and skills in vocational teaching and learning; and
c) the training and assessment qualification or assessor skill set referred to in Item 1 or 3 of
Schedule 1.
Industry experts may be involved in validation to ensure there is the combination of expertise set
out in (a) to (c) above.
1.12. The RTO offers recognition of prior learning to individual learners.
Trainers and Assessors
1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training and
assessment is delivered only by persons who have:
a) vocational competencies at least to the level being delivered and assessed;
b) current industry skills directly relevant to the training and assessment being provided;
and
c) current knowledge and skills in vocational training and learning that informs their training
and assessment.
Industry experts may also be involved in the assessment judgement, working alongside the trainer
and/or assessor to conduct the assessment.
1.14. The RTO’s training and assessment is delivered only by persons who have:
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item
2 of Schedule 1, or demonstrated equivalence of competencies; and
b) from 1 January 2016, the training and assessment qualification specified in Item 1 or
Item 2 of Schedule 1.
1.15. Where a person conducts assessment only, the RTO ensures that the person has:
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item
2 or Item 3 of Schedule 1, or demonstrated equivalence of competencies; and
b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1.
1.16. The RTO ensures that all trainers and assessors undertake professional development in the fields
of the knowledge and practice of vocational training, learning and assessment including
competency based training and assessment. Where the RTO engages an individual under Clause
1.14, it ensures that the training and assessment complies with Standard 1.
12Catholic Education Office, Diocese of Bathurst
Individuals delivering Training and Assessment under supervision
1.17. Where the RTO, in delivering training and assessment, engages an individual who is not a trainer
or assessor, the individual works under the supervision of a trainer and does not determine
assessment outcomes.
1.18. The RTO ensures that any individual working under the supervision of a trainer under Clause
1.17:
a) holds the skill set defined in Item 4 of Schedule 1 or, prior to 1 January 2016, is able to
demonstrate equivalence of competencies;
b) has vocational competencies at least to the level being delivered and assessed; and
c) has current industry skills directly relevant to the training and assessment being provided.
1.19. Where the RTO engages an individual under Clause 1.17, it ensures that the training and
assessment complies with Standard 1.
1.20. Without limiting Clauses 1.17 - 1.19, the RTO:
a) determines and puts in place:
i) the level of the supervision required; and
ii) any requirements, conditions or restrictions considered necessary on the individual’s
involvement in the provision of training and collection of assessment evidence; and
b) ensures that trainers providing supervision monitor and are accountable for all training
provision and collection of assessment evidence by the individual under their supervision.
Delivery of the training and assessment qualifications for trainers and assessors
1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment:
a) hold the training and assessment qualification at least to the level being delivered; or
b) have demonstrated equivalence of competencies.
1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment hold the training and assessment qualification at least to
the level being delivered.
1.23. From 1 January 2017, to deliver the training and assessment qualification specified in Item 1 of
Schedule 1, or any assessor skill set from the Training and Education Training Package (or its
successor), the RTO must ensure all trainers and assessors delivering the training and
assessment:
a) hold the qualification specified in Item 5 of Schedule 1; or
b) work under the supervision of a trainer that meets the requirement set out in (a) above.
1.24. The RTO must ensure that any individual working under supervision under Clause 1.23.b) holds
the qualification specified in Item 1 of Schedule 1 and does not determine assessment outcomes.
Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to
any other AQF qualification or skill set from the Training and Education Training Package
(or its successor).
Independent validation of training and assessment qualifications
1.25. From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training and
Education Training Package (or its successor), the RTO must have undergone an independent
validation of its assessment system, tools, processes and outcomes in accordance with the
requirements contained in Schedule 2 (and the definitions of independent validation and
validation).
13Catholic Education Office, Diocese of Bathurst
Transition of training products
1.26. Subject to Clause 1.27 and unless otherwise approved by the VET Regulator, the RTO ensures
that:
a) where a training product on its scope of registration is superseded, all learners’ training and
assessment is completed and the relevant AQF certification documentation is issued or
learners are transferred into its replacement, within a period of one year from the date the
replacement training product was released on the National Register;
b) where an AQF qualification is no longer current and has not been superseded, all learners’
training and assessment is completed and the relevant AQF certification documentation
issued within a period of two years from the date the AQF qualification was removed or
deleted from the National Register;
c) where a skill set, unit of competency, accredited short course or module is no longer current
and has not been superseded, all learners’ training and assessment is completed and the
relevant AQF certification documentation issued within a period of one year from the date the
skill set, unit of competency, accredited short course or module was removed or deleted from
the National Register; and
d) a new learner does not commence training and assessment in a training product that has
been removed or deleted from the National Register.
1.27. The requirements specified in Clause 1.26 (a) do not apply where a training package requires the
delivery of a superseded unit of competency.
Fit and Proper Person Requirements 2011
The objectives of the Fit and Proper Person Requirements 2011 are to ensure that persons who
exercise a degree of control or influence over the management of the RTO are people in whom the
public are likely to have confidence in their suitability to manage, or be involved with, an
organisation that provides or assesses national qualifications. Principals are listed as high
managerial agents within the RTO and therefore must abide by the requirements.
Financial Viability Risk Assessment Requirements 2011
The Financial Viability Risk Assessment Requirements 2011 requires a Registered Training
Organisation to demonstrate its financial viability at any point in time to the National VET
Regulator, ASQA upon request.
Data Provision Requirements 2012
The Data Provision Requirements formally identifies the data that a Registered Training
Organisation (RTO), is required to make available to the National VET Regulator. These
Requirements also incorporate the annual requirement to collect & report against the three
Quality Indicators of the RTO, namely: Competency Completion, Learner Engagement and
Employer Satisfaction.
14Catholic Education Office, Diocese of Bathurst
AUSTRALIAN SKILLS QUALITY AUTHORITY (ASQA)
The Australian Skills Quality Authority (ASQA) was established as the National VET Regulator in July 2011
under following legislation:
• National Vocational Education & Training Regulator Act 2011
• National Vocational Education & Training (Consequential Amendments) Act 2011
• National Vocational Education & Training Regulator (Transitional Provisions) Act 2011
The legislative framework:
• gives ASQA the power to audit an RTO at any time
• gives ASQA the power to apply sanctions (including applying conditions to, suspending or
cancelling a registration)
• allows providers to seek a review of ASQA decisions.
ASQA regulates Registered Training Providers according to the Standards for Registered Training
Organisations. All training organisations applying to register, or RTOs applying to extend their scope, will
have their applications assessed against these standards. Non-compliance can incur a range of actions
(including fines, suspension of registration and closure).
ASQA's regulatory approach is based on risk assessment. This analysis is informed by:
• the Risk Assessment Framework (s.190 of the National Vocational Education and Training
Regulator Act 2011)
• structured risk assessments of initial, renewal and scope applications
• advice from auditors on trends in non-compliance
• feedback from industry regulators and associations
• complaints data
• information provided by Australian, state and territory governments, and
• analysis of data, including data on student and employer outcomes, and visa data.
ASQA has a range of powers including the application of sanctions, and prosecutions involving civil and
criminal penalties, to effectively regulate training providers.
Types of Sanctions
ASQA may:
• amend or shorten registration or accreditation
• impose conditions on a registration or an accreditation
• issue directions under the legislation for an organisation to take specific steps or refrain from
doing certain things
• suspend or cancel registration or accreditation
• issue infringement notices as an alternative to prosecution
• prosecute organisations that breach the legislation.
15Catholic Education Office, Diocese of Bathurst
CATHOLIC EDUCATION OFFICE RTO SCOPE
RTO Name: Trustees of the Roman Catholic Church Diocese of Bathurst,
trading as the Catholic Education Office Diocese of Bathurst.
National RTO number: 91392
Period of Registration: April 2013 to April 2018
Delivery Sites:
La Salle Academy Lithgow St. Stanislaus’ College Bathurst
MacKillop College Bathurst Red Bend Catholic College Forbes
St Joseph’s Catholic School Oberon St Johns College Dubbo
James Sheahan Catholic High School Orange St Raphael’s Catholic School Cowra
St Mary’s Catholic School Wellington St Matthew’s Catholic School Mudgee
Scope of Registration
The current Scope of the RTO can be checked on the training.gov.au website at:
http://training.gov.au/Organisation/Details/c017969f-6257-4b54-af92-e6cfcafafa16
Teachers are reminded that they may only deliver qualifications and Units of Competency
that are registered on the scope and are in line with their own VET teaching qualifications.
Teachers wishing to deliver additional units, eg those in extension courses, must first contact
the RTO office.
Delegated Authority
On November 12th 2014, the National VET Regulator ASQA, under Section 226 (1) of the
NVETR Act, empowered the Trustees of the Roman Catholic Church (trading as the Catholic
Education Office) to manage is own Scope of Registration (for the period (12/11/2014 –
12/11/2019).
Requests to change our Scope of Registration by Schools will be considered with reference to
the document “Quality Management System for the ASQA delegated functions of amending our
own scope of registration.” This document can be found on the VET page of the CEO website.
16RTO ORGANISATION RESPONSIBILITIES CHART
The Trustees of the Roman Catholic
Church Diocese of Bathurst Catholic Education Office, Bathurst Diocese
Diocesan Catholic Education Council (Registered Training Organisation)
Exec Director of Catholic Schools
VET Advisor/RTO Compliance Officer VET Advisory Group
Catholic Education Office
School Principals
VET Contact Person
VET Teachers
VET profile and strategic plan Linking with other VET Teaching programs Teaching Advice to Director of Catholic RTO applications
Information to staff, students providers, SWLProviders and materials Management of Schools about planning,
Meeting legislative
and parents VET policies and local business facilities and equipment priorities, policies and
requirements
procedures for: Assessment tasks and procedures
Overseeing work placement, VET policies and procedures
• Subject selection programs Evaluation of VET/RTO
timetabling, scheduling and
Keeping records of Representation of VET/RTO VET strategic planning
• Assessment, appeals and teacher release
assessment, work placement stakeholders (incl. Systemic
reports Monitoring RTO compliance Monitoring AQTF compliance
and progressive completion and Catholic Independent)
• RPL Coordination of RPL, reviews of competency record books. • Principals Support services to schools
and complaints procedures Keeping a professional
• Workplacement • VET Coordinators Liaison with stakeholders,
development log
• Staff training and Checking VET record keeping outside organisations and
Work placement organisation, • VET teachers
and reporting industry
professional development host employer orientation
• Parents/students
• Resources RPL Assessments and supervision Participation in ASQA
RPL assessments • Business/industry compliance assessments
• Record keeping
Reporting • Catholic Education Office,
• Document control Evaluation Bathurst Diocese staff
• Coordination
• Participation in RTO
monitoring and school
review
17Catholic Education Office, Diocese of Bathurst
ROLES AND RESPONSIBILITIES
VET Officer – RTO Manager
• Manage the day to day operations of the Registered Training Organisation
• Provide accurate and timely information, policy and procedures and materials for
ensuring compliance with RTO standards across all areas of operation.
• Report to and advise the CEO on matters relating to VET in Schools
• Represent the Catholic Education Office at the Vocational Education Advisory Group,
Catholic Education Commission, NSW (VEAG)
• Represent Catholic Education on various industry groups (Regional Development
Australia, School Business Community Partnerships Brokers, Structured Workplace
Learning Providers)
• Organise, conduct and report on school reviews and other internal audits
• Organise and approve VET training of teachers
• Maintain VET teacher training records and teacher data-base
• Organise School VET Coordinator meetings
• Organise Assessment Validation workshops, at least annually
• Represent RTO on affiliated cross-sectoral committees
• Prepare RTO for ASQA audits
• Apply for variation of Scope of Registration for RTO
• Develop and maintain Organisational chart for the RTO
• Develop/revise Strategic Plan for VET based on continuous improvement strategies
• Develop and revise policies and procedures which relate to delivery of VET in Schools
• Develop and revise information handbooks for teachers, students, parents and
employers relating to vocational education in schools
• Review materials for currency and maintain version control
• Manage budgets to support the delivery of VET in schools
• Manage funds for TAFE delivered VET in Schools for systemic schools
• Monitoring of School-based Apprenticeships and Traineeships in schools
• Promote expansion of VET in schools
• Provide current information to schools on courses and qualifications which can be
delivered within RTO’s scope of registration
Principal
• Sign off as a Fit and Proper Person of the RTO.
• Support the VET coordinator and teachers to comply with the Standards
• Ensure that all advertising of VET courses complies with the Standards
• Ensure that adequate funds are allocated to the VET budget for resources and
maintenance of plant and equipment.
• Include VET in annual planning and reporting
• Ensure there is a system in place to enter students and qualifications onto eBOS-VCS
through Schools Online
• Ensure there is a system in place to update students’ progress in the achievement
of units of competency onto eBOS-VCS through Schools Online
• Ensure that all compliance documents including applications to deliver a new VET
course are signed, forwarded to the RTO and archived as appropriate.
• Cooperate with internal audit requirements
18Catholic Education Office, Diocese of Bathurst
School VET Coordinator
A feature of the role is flexibility as the role will vary between schools and will change over time.
Factors that will influence the role include:
• The number of ICFs offered
• Number of students training
• Support structures within the school
• Strength of existing partnerships with industry & community
Generally, the role of the VET Coordinator includes the following duties:
• Coordination of the school’s VET program to comply with the Standards.
• Assisting the school executive in strategically managing the school and VET staff
responses to VET quality assurance.
• Advising the school executive on appropriate planning, delivery, resource requirements
and timetabling for VET within the school.
• Acting as a central point of contact for VET teachers within the school and for the RTO
• Participating in diocesan VET Coordinator meetings and professional development activities
• Distributing VET information and developments to VET teachers & other school personnel
as appropriate
• Facilitating school VET meetings - preparing agenda items, facilitating assessment
validation, distributing and filing minutes, following up and recording actions
• Ensuring that VET teachers are informed of the correct procedures for assessment, record
keeping, recording achievement of competencies, archiving records and compliance
• Maintaining a system to satisfy record keeping and data storage to meet RTO compliance
requirements.
• Promoting achievements and the value of VET programs to students, teachers and the
broader community including industry.
• Responding to requests for information, documentation and data relating to VET delivery
from the RTO including the annual School Information, WE/WP numbers, TVET/SVET
numbers, ICIGs, Course Compliance and Self Assessment forms.
• Managing annual VET submissions for teacher training
• Advising teachers of opportunities for support and professional learning
• Assisting staff with assessment validation processes and external validation activities
• Monitoring VET teacher professional learning – network days, industry currency
• Monitoring compliance with the Industry Curriculum Implementation Guidelines (ICIG) and
assisting with annual return of signed ICIG checklists to the RTO
• Ensuring that all compliance documents are the most current and show evidence of
version control and continuous improvement
• Assisting in the management and quality assurance of data entry onto the eBOS Vocational
Credential System (VCS) - recommended once per term
• Coordinating VET student HSC examination entry/ withdrawal requests
• Liaising with work placement program coordinator/s
• Facilitating course information/induction sessions, workplace ready programs for students,
parents/industry
• Developing and implementing school processes to ensure that all VET students meet BOS
requirements for work placement in conjunction with SWL programs.
• Ensuring that school and diocesan VET policies and procedures are adhered to
regarding RPL, appeals, complaints and grievances and that appropriate
evidence, documentation and records are maintained and archived
19Catholic Education Office, Diocese of Bathurst
• Assisting the Learning Support Team in identifying and supporting students with special
needs inVET courses
• Promoting and supporting school involvement in WorldSkills and VET awards
• Coordinating site audit visits and providing evidence as required
• Managing financial records and allocation of VET budget
• Coordinating TAFE delivered VET courses within the school
• Coordinating the support and monitoring of School Based Apprentices/Trainees (SbATs)
• Other duties as relevant to VET as required by the Principal
VET Teachers
• Comply with Standards 1-6 for RTO’s and keep a file of relevant evidence.
• Delivery of AQF Qualifications following the most current BOS syllabus
• Take part in internal audits by providing evidence as required
• Undertake training as required for delivery of AQF Qualifications and Statements of
Attainment relevant to the RTO’s Scope of Registration
• Maintain industry currency
• Prepare ICIG’s & ensure all resources required to deliver competencies are accessed by
students.
• Ensure that VET students have access to a copy of the VET Student Guides and
that details within them are explained.
• Liaise with SWL coordinators to ensure that appropriate placements are available for all
students
• Ensure students are workplace ready before entering a work place and that all
mandatory training is completed, such as OH&S induction for construction industry.
• Ensure documentation for work placement and any excursions is completed and
signed off in a timely manner and that these records are archived.
• Participate in assessment validation processes and workshops
• Provide advice to the Board of Studies to facilitate the issuance of AQF Qualifications and
Statements of Attainment through eBOS VCS online
• Program lessons appropriately, ensuring minimum hours are covered
• Keep accurate attendance records, program registrations and workplace records
• Attend network days to ensure up to date information & participation in assessment validation
• Assess student competencies and keep accurate records – including marked
assessment samples across all competencies for quality assurance (pdf or photo
evidence as appropriate)
• Ensure students have access to their Competency Records
• Issue letters of notification if necessary, in accordance with Board of Studies
requirements for completion of HSC
• Organise a calendar for work placements with the workplace coordinator at the beginning of
each year – program suitable times
• Negotiate specific/general competencies for assessment during work placement
• Be conversant with policies and procedures outlined in the Workplace Learning Policy and
Procedure, eg. insurance and indemnity and child protection
20Catholic Education Office, Diocese of Bathurst
LEGISLATIVE COMPLIANCE
Standard 8.5 of the Standards require compliance with all relevant Commonwealth, State or
Territory legislation and regulatory requirements relevant to its scope of registration.
Commonwealth Work Health and Safety Act 2011
Occupational health and safety is an essential focus of any workplace and is also a fundamental
part of all VET courses. The WHS Act 2011 is administered by the Workcover Authority and
outlines general health and safety requirements of workplaces.
WHS Requirements for Schools:
All delivery sites:
• participate in internal and external WHS audits
• implement WHS continuous improvement actions following audits
• display and adhere to Safe Operating Procedures
• require students to participate in On Guard training (or similar) before the use of any
equipment
• have available and require the use of appropriate PPE
All VET students are to undertake relevant WHS training before undertaking a work placement.
An appropriate “Work Ready” Program is to be made available to students prior to work
placement.
All students studying the Construction Industry Curriculum Framework must participate in safety
induction training prior to undertaking work placement on a construction site.
All schools should implement and model appropriate WHS practices in VET classes. Examples
would include:
• providing for students of Information Technology and Business Services to have
adequate work breaks when working at computers for an extended period of time e.g.
longer than one hour and during double periods
• implementing appropriate risk management procedures (especially when using tools
and machinery in Construction or Engineering courses).
Child Protection (Working with Children Act) 2012
The Catholic Education Office is committed to making every effort to protect students in
system schools from any form of harm. Recruitment screening, educational training programs,
rigorous supervision of practice and clearly articulated policy and procedure for expectations
and requirements of ‘duty of care' are specifically designed to create a culture of care in
schools. The CEO Child Protection Policy can be found on the CEO website:
http://www.bth.catholic.edu.au/
21Catholic Education Office, Diocese of Bathurst
Privacy Act 1988 (2004 amended)
The CEO Privacy Policy is available to assist all schools to implement the Commonwealth
privacy laws. A key component of the new legislation is the mandatory requirement for
organisations to comply with the National Privacy Principles (NPPs). The NPPs set minimum
standards that relate to the collection, security, storage, use, access, correction and disclosure
of personal information.
Copyright ACT
All schools comply with the Copyright Act 1968 and Commonwealth, copyright amendment
(digital agenda) Act 2000) and have policies to ensure that all copying is carried out in
accordance with provisions of the Act.
Copyright is the ownership of ‘intellectual property' by the creators of original material. Owners
of copyright material are entitled to the protection of their property by the Copyright Act 1968
and to be compensated for the use of their property by other persons.
Copyright applies to books, magazines, newspapers, photographs, films, videos, compact
discs, music, theatrical works, computer software programs and digital information, images,
and sound and video broadcast over the Internet.
The CEO Copyright Policy can be found on the CEO website
Other applicable legislation
• National Vocational Education and Training Regulator Act 2011
This Act established National Regulation in relation to the Vocational Education sector in
Australia. The national regulator, The Australian Skills Quality Authority is responsible for
registering training Organisations.
• Education Act 1990 (NSW) & the Education Amendment ACT 2008 (NSW)
• Institute of Teachers Act 2004 (NSW)
An Act to constitute the NSW Institute of Teachers; to make provision for professional
teaching standards and the accreditation of school teachers in relation to those standards;
and for other purposes.
• Student Identifier Act 2014
This Act provides for student identifier and access to transcripts relating to vocational
education and training and related purposes.
• Board of Studies, Teaching and Educational Standards Act 2013 (NSW)
An Act to constitute the Board of Studies, Teaching and Educational Standards; to amend
the Education Act 1990 and the Institute of Teachers Act 2004; and for other purposes
• Prevention of Cruelty to Animals Act 1979 (NSW)
An Act for the prevention of cruelty to animals
22Catholic Education Office, Diocese of Bathurst
• Animal Research Act 1985 (NSW)
An Act to protect the welfare of animals used in connection with animal research
• Food Act 2003 (NSW)
Implementing and practising appropriate Hygiene and Food Handling procedures in
Hospitality
• Apprenticeships and Traineeships Act 2001 (NSW)
This Act provides for the recognition of trade vocations and sets out roles and
responsibilities of employers, apprentices and trainees.
23Catholic Education Office, Diocese of Bathurst
COMPLIANCE PROCEDURES FOR SCHOOLS
Standard Two requires that all RTOs implement a systematic and quality assurance approach to
the management of operations. The RTO is responsible for developing, implementing, monitoring
and evaluating quality training and assessment strategies and practices that meet training
package and VET accredited course requirements.
The RTO compliance and quality assurance processes outlined are designed to meet ASQA,
NSW BoSTES and CEO requirements for the delivery of VET courses. These processes include
the following:
• Quality Indicator Reporting
• Client and trainer and assessor feedback
• Complaints and appeals
• Validation outcomes
• RTO Audit
• ICIG Checklist
The Catholic Education Office as the Registered Training Organisation monitors and reviews the
RTO using the data above and plans actions to match the outcomes of reviews using the
processes below:
• Quality Assurance Plan
• Risk Management Plan
INDUSTRY CURRICULUM IMPLEMENTATION GUIDELINES (ICIG)
CHECKLISTS
An Industry Curriculum Implementation Guide for each Framework course is available from the
NSW CEC website. Included in the Implementation Guide is a trainer qualification list and a
resource / equipment checklist. Schools must complete the checklist on an annual basis and
return completed checklists to the RTO by the end of Term 1 each school year.
ICIG documentation can be found at:
http://www.cecnsw.catholic.edu.au/dbpage.php?pg=view&dbase=programs&id=43
24Catholic Education Office, Diocese of Bathurst
QUALITY ASSURANCE PLAN
The CEO uses the data collected via Quality Indicator Surveys, validation feedback and trainer
feedback to assess its performance against the Standards for Registration and to plan for quality
assurance. The quality assurance plan is designed to ensure that:
• the RTO provides quality training and assessment across all of its operations
• the RTO adheres to principles of access and equity and maximises outcomes for its
clients
• management systems are responsive to the needs of clients, staff and stakeholders, and
the environment in which the RTO operates
• quality can be monitored over time to identify both improvements and any downward
trends.
RISK MANAGEMENT PLAN
The Risk Management Plan incorporates the identification, analysis and evaluation of the RTO's
risk of compliance with the Standards for RTO’s 2015 and the development of cost effective
strategies to treat those risks. It is an integral component of the RTO quality assurance. It is
about knowing and understanding what could cause harm to the RTO and preparing for it.
Risk assessments are conducted to identify any potential difficulties that might affect the delivery
of high quality training. Risks are allocated ratings of Low (L), Medium (M) or High (H).
Risk assessment will occur during:
• Annual strategic planning processes
• Addition to scope of new training packages
• Following an internal audit
• Specific events / notification that requires a risk assessment
• Renewal of Registration as an RTO
Recommendations are followed up and documented in Management reports.
25Catholic Education Office, Diocese of Bathurst
RTO AUDIT
RTO Audits may be conducted in a variety of ways:
• As an internal audit event (site or desk audit)
• As part of the school’s registration process
• A formal audit by ASQA
RTO internal audits will be conducted in each secondary school approximately every two years.
The schools to be audited each year will be determined by the CEO in consultation with College
VET Coordinators. In determining the audit schedule each year, the CEO will use risk
management principles to determine schools to be reviewed.
Purpose of Internal Audits
The purpose of an internal audit is:
• to confirm that each school meets legislated standards for the delivery of VET
courses
• to confirm and make recommendations for areas which may need improvement
• to recognise and affirm evidence of quality processes and procedures in VET course
provision
Internal Audits will be conducted by a panel that may be comprised of:
• VET Coordinator and
• VET teachers with experience in each of the frameworks offered at the school
• VET Compliance officer
• Personnel from other RTOs with knowledge and expertise in VET
A formal Report will be developed after each internal audit. The Report should then assist the
school to plan for quality assurance in VET. The CEO Education Officer- VET will be available to
advise and assist schools to meet RTO requirements.
Schools should note that the above requirements are additional to normal Board of Studies,
Teaching and Educational Standards School Registration requirements.
Audit templates can be found on the CEO website.
26Catholic Education Office, Diocese of Bathurst
SECTION 2
School Management of VET
27Catholic Education Office, Diocese of Bathurst
HSC AND VET
The purpose of the HSC program of study is to:
• provide a curriculum structure which encourages students to complete secondary
education
• foster the intellectual, social and moral development of students, in particular developing
their:
o knowledge, skills, understanding and attitudes in the fields of study they choose
o capacity to manage their own learning
o desire to continue learning in formal or informal settings after school
o capacity to work together with others
o respect for the cultural diversity of Australian society
• provide a flexible structure within which students can prepare for:
o further education and training
o employment
o full and active participation as citizens
• provide formal assessment and certification of students’ achievements
• provide a context within which schools will also have the opportunity to foster students’
physical and spiritual development
VET in schools allows students in Years 9-12 to study vocational courses as part of their HSC.
These courses allow students to develop work-related skills as well as articulate to further
education at TAFE or university. In combination with other parts of the HSC curriculum,
students can achieve a Higher School Certificate which should enhance their post-secondary
opportunities.
All accredited VET programs, including those for HSC students, must meet the requirements of
the VET Quality Framework, The Board of Studies VET Industry Curriculum Frameworks
Syllabus documents and the Assessment Certification and Examination Manual. These should
be referred to for all information regarding HSC requirements and the HSC Examination for
Industry Frameworks courses.
UNIVERSITY ADMISSION
Board developed courses are classified by universities for university admission, as Category A
or Category B. Most VET courses are Category B courses. Only the best 2 units from Category
B courses are available for inclusion in the calculation of the Australian Tertiary Admissions
Rank (ATAR).
An optional written examination for is offered for the 240 hour course. If students want the
results from these courses to be available for inclusion in the calculation of their ATAR, they
must undertake the optional written examination. If students do not wish to have the course
included for ATAR calculation, the school must be notified in writing
28Catholic Education Office, Diocese of Bathurst
VET SYLLABUS DOCUMENTATION
There are currently thirteen (13) Industry Curriculum Frameworks. Namely:
Automotive Human Services
Business Services Information Technology
Construction Metal & Engineering
Electro technology Primary Industries
Entertainment Industry Retail
Financial Services Tourism and Events
Hospitality
These courses have been developed to satisfy the requirements of the National Training
Framework and the NSW Higher School Certificate.
Each Framework describes the range of units of competency from relevant training
packages. The Board of Studies endorses them for inclusion in the Higher School Certificate.
The Frameworks also describe groupings of units of competency that define specific HSC
VET courses. These are determined largely by their suitability for school students attempting
the HSC.
Framework Documentation comprises 5 parts:
• Introduction
• Syllabus Part A – Course Structures and Requirements
• HSC Content
• HSC Exam
• Other Documentation
In addition to the relevant Framework documentation from the Board of Studies, teachers
should be familiar with the Training Package, the qualification packaging rules and the actual
content of the relevant unit(s). This material can be found on Training.gov. Direct links to
Training.Gov are usually located within Part A of the syllabus.
In addition to the relevant Framework documentation from the Board of Studies and
Training.Gov, teachers should ensure they are familiar with and have regular access to the
Industry Curriculum Implementation Guide (ICIG) available on the NSW CEC website. The
ICIG is essential to ensuring that the outcomes of vocational HSC courses delivered by
schools are recognised by industry and other RTOs.
The purpose of this package is to provide schools with:
• information on teacher qualification and resource requirements that must be
adhered to for the delivery of vocational HSC courses
• quality assurance checklists to be used to demonstrate compliance within the
principles and standards for the delivery and assessment to industry standards
The ICIG represents a key mechanism through which the CEO and schools will demonstrate
compliance with RTO requirements. VET Teachers should ensure that they have access to
the most recent version of the ICIG.
29Catholic Education Office, Diocese of Bathurst
Industry Curriculum Framework Resource Links
Board of Studies, Teaching and Educational Standards (BOSTES)
• ACE Manual
• Stage 6 Curriculum Framework Syllabi,
• Curriculum Frameworks Additional/ Support Documents
www.boardofstudies.nsw.edu.au
Catholic Education Commission
• Industry Curriculum Implementation Guidelines (ICIG)
• Teacher Training applications
http://www.cecnsw.catholic.edu.au/dbpage.php?pg=view&dbase=programs&id=43
Training.gov (TGA)
National Training Packages
Qualification information
Units of competency (Assessment guidelines)
Registration details for RTO’s (including the RTO’s Scope of registration)
http://training.gov.au/
Catholic Education Office, Bathurst Diocese - VET Page
• VET Delivery Guide,
• RPL Guides,
• Scope of registration,
• Workplace Information
• Insurance information
• various forms and templates
www.bth.catholic.edu.au
Catholic Education Office, Bathurst Diocese - GDRIVE
Preferred Learning and Assessment Strategies
30Catholic Education Office, Diocese of Bathurst
NATIONAL TRAINING PACKAGES
National Training Packages are developed by industry through national industry skills
councils (ISCs) or by enterprises to meet the identified training needs of specific industries or
industry sectors. A Training Package is a set of nationally endorsed standards and
qualifications used to recognise and assess the skills and knowledge people need to perform
effectively in the workplace. Training Packages are a key resource for registered training
organisations (RTOs) in the delivery of structured, accredited training.
A Training Package has two parts: endorsed components and support materials.
Endorsed components of a Training Package include the following:
• Units of Competency – the skills and knowledge a person must be able to
demonstrate at work are defined by industry and packaged into combinations that
form various qualifications aligned to the Australian Qualifications Framework (AQF).
• National qualifications – all qualifications (certificate I, II, III, IV, Diploma, Advanced
Diploma) for an industry and the units of competency required for each qualification.
• Assessment guidelines – the requirements for an individual's performance to meet
the competency standards. They are designed to ensure judgments made by the
people assessing the competence of an individual's performance are valid, reliable,
fair and consistent.
Support materials in Training Packages are designed to support the delivery and assessment
of the training. Generally they are learning strategies, assessment resources or professional
development advice.
Units of competency from the relevant Training Packages can be downloaded from the website
http://training.gov.au/
The Board of Studies has direct links to Training.gov.au (TGA) from within Part A of the relevant
Syllabus.
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