Policies
Policies
The following Policies are created to support the program you have enrolled in we recommend that you become familiar with these prior to beginning any program with Recognition First
Access and Equity
“Individual training” recognises the uniqueness of learners. It supports the idea that there may not be a homogeneous background within a client group and so achieves its mission by meeting individual needs by providing individual training plans.
Adjustment:
Some students will require reasonable adjustment to be made to resources and programs. This adjustment must fall within the financial constraints of the program and requirements of the Training Package.
Access:
All premises should meet local council regulations pertaining to access by all individuals. Recognition First is committed to working with organisations to promote access to training and assessment to all members of our community.
Client Services Policy
The following procedures are based upon Recognition First’s commitment to quality client services.
- Maximum of five (5) working days turn around in responding to phone, fax or email contact.
- Recognition First actively seeks to offer Recognition of Prior Learning, Mutual Recognition and Credit Transfer between Registered Training Organisations (RTO)
- Recognition First will offer and carryout up front assessments which will inform gap training plan.
- Recognition First encourages ongoing assessment during gap training and applicants can request reassessment at any time. Training plans would then be reconfigured.
- All communications will be in Plain English including all course details and advertising.
- All fees and charges will be clearly presented and remain valid for 30 day period from the date of quoting.
- All fees and changes are refundable for the cooling off period (3 days) only when paid prior to any auditing or orientation.
- Special funded programs may exempt students from all fees and charges.
- Recognition First Managers will provide contact details for clients to investigate outside funding support. Eg. Centerlink, DET, AACS.
- Access to language, literacy and numeracy support is available within Recognition First.
- All relevant Handbooks will be made available to clients.
- All applicants are encouraged to complete the Recognition First Student Self Selection Checklist prior to enrolment.
- Recognition First staff are available to provide support and information to all Recognition First clients.
- Qualifications are issued appropriately, that is, only on completion of course/ qualification requirements and statement of attainment or progress report that are available on request by students who have no outstanding financial debt with the organisation.
- Recognition first will recognise the AQF qualifications and statements of attainment issued by other RTO’s
- We do our best to support your application for funding where appropriate. But if funding does not come through, you or your workplace must be prepared to cover the cost of training.
- Accounts which go to legal recovery will be subject to the addition of Solicitor – client legal costs and additional administration charges.
- All students have the right to access any documentation directly related to their training and personal details.
- As a Recognition First student you have the right to appeal any decision related to your training and assessment.
- Head Office Contact details are:
Jan Green, Director
64 Victoria St Goulburn NSW 2580
Phone 02 48227109 Fax 02 48229094
Mail: P.O. Box 1231 Goulburn NSW 2580
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Assessment Policy
Assessment means the process of collecting evidence and making judgements about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course. (Glossary AQTF Standards)
Assessment is about identifying competence. Competence means having the skills and knowledge to correctly carry out a task, a skill, or a function. Assessment involves collecting evidence and making judgements on whether or not competence has been achieved. Evidence can come in a variety of forms. Recognition First assessors use a combination of the following methods:
- Demonstration of real work
- Project
- Answers to questions
- Reports from third parties
- Certification of training and assessment
- Legislative reports
Assessments must also be current (current performance) and authentic (students own work).
Assessment, by any pathway, must comply with the assessment requirements set out in the AQTF Standards for Registered Training Organisations and Training Package requirements.
All assessments carried out by Recognition First demonstrate compliance with the principles of assessment:
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Recognition:
Recognition is an essential part of our training and assessment processes. It starts at the orientation and is integral throughout the program. If students have the skills and knowledge to prove competence in a competency they are given the opportunity to prove this and thereby may receive partial or total recognition of a competency.
Recognition First is committed to this being a transparent and simple/clear process that focuses on finding out what an applicant already knows prior to them completing work. Recognition generally happens at the beginning of a program but can occur at any time during a program. Applicants often need to build confidence to participate fully in a recognition process. Staff are committed to supporting students throughout the process, remember we are the experts on training and assessment we will happily translate the jargon and match what you know how to do and skills you perform at work into the competencies within the program/qualification.
Recognition First recognises any competencies completed by another RTO in order to comply with mutual recognition expectations. This allows for a credit transfer from other RTO’s to Recognition First.
Recognition may also involve an assessment process to inform us of existing skills or knowledge that applicants may hold.
Marking Process:
When marking assignments assessors are looking for students to respond appropriately to the questions of the assignment thereby prove knowledge and understanding of the subject area based on the requirements of the competency it represents.
The standard of presentation must meet the requirements outlined to the students. (For details see information sheet “Requirements for Submitting Assignments”)
Literacy levels are assessed according to the National Reporting System (NRS) and the qualification requirements of the course each individual student is undertaking.
- Certificate III level students are expected to provide written responses using simple sentence structure, complete forms or notes using factual information. In writing for the Centre they need to ensure correct spelling of familiar jargon.
- Certificate IV and Diploma level students are expected to communicate complex relationships between ideas by matching style of writing to purpose and genre. Assignment will use appropriate structure and layout. They are expected to reference information to its sources and should include a bibliography at the end of their work.
Assignments are generally returned directly to students where all requirements are met at times it is important for Recognition First to retain some assignments as samples to meet reporting guidelines set by relevant funding bodies. If an assignment does not show the appropriate knowledge and understanding or is not presented to the appropriate literacy level the assignment is passed onto the students Trainer who will contact the student directly and implement appropriate follow up activities.
Post All Assignments to: - Recognition First Or Fax to 02 48229094
P.O. Box 1231
Goulburn NSW 2580
OR Email to This email address is being protected from spambots. You need JavaScript enabled to view it.
Assessment decisions:
Initially the assessor will determine your Recognition entitlements and during your program this is an ongoing process. You have the right to comment during and at the conclusion of any decision phase. It is important that you are comfortable with the decisions which are made as they will affect your training plan and you do not want to be disadvantaged. If you are uncomfortable with the decisions made by the assessor you may ask for him/her to review their decision.
There is also an appeals process for you if you require further clarification. (Appeals/Complaints forms are available from the Goulburn office)
Training process:
Recognition First Trainers/Assessors use the above recognition audit to establish current competency, map that competency against the qualification competencies and develop a training plan of gaps for an individual learner. Delivery mode is established after discussions with the student, trainer and employer. Costing information for self funded students assume a Distance Mode of training. Applicants should speak to a Manager if they wish to purchase a different mode. Government funded programs generally allow choice of delivery mode. If you have any questions do not hesitate to contact a Recognition First Manager.
Recognition First offers three modes of delivery for training and assessment:
- Distance Mode
Competencies that are delivered by distance learning mode involve the student working through learning and assessment materials. Competencies can be clustered into meaningful groups. Clusters can be created to suit individuals or organisations specific needs. Support is offered for the student via phone, email, postal mail, and online learning platforms. Each student is assigned a specific staff member as their support staff, so meaningful relationships can form. This mode suits isolated learners and learners who could be described as “reflective”.
- Flexible or Work Based Delivery Mode
Flexible delivery mode is a combination of delivery strategies. It generally includes work based sessions, distance material and student support. For gaps in evidence or training, learners may be asked to complete their training by any or all of the following procedures:
- work based projects are created and completed by student with workplace support
- individual training sessions occur at workplace
- assessment tasks are set and completed by student
- students complete research tasks
- Workshops
Our workshop mode is the training and assessment pathway that suits less experienced students or students whose learning style could be described as “active”. Competencies are clustered into meaningful groups. Clusters can be created to suit individuals or organisations specific needs. Clusters are delivered by attending day workshops, completing all associated tasks and completing assessment tasks.
Training/Assessment Protocol
In line with Recognition First’s training and assessment processes, students will interact with Recognition First Trainers and Assessors in a variety of settings. It must also be acknowledged that a large proportion of the Training and Assessment will occur at the worksite with permission of the employer. Recognition First staff, contractors and students must always conduct themselves in a professional and appropriate manner when utilising these facilities. It is important at all times that students interact with Recognition First staff and programs in a respectful, professional and appropriate manner. Unprofessional behaviour could result in cancellation of a student’s program and may affect the issuance of a qualification. (For more details see the full policy which is available from the Goulburn office)
Client Appeals/Complaints Policy
Recognition First is committed to responding to all appeals/complaints by its clients. Complaints by definition are expressions of dissatisfaction with services, facilities, policies and procedures. Whilst it is recognised that Recognition First cannot guarantee that all customers will be completely satisfied with all areas under its control, we respect each individual’s right to make complaints.
Our complaints handling process aims firstly to reach outcomes that are acceptable to the complainant, secondly to provide data which through regular review, can help us to identify and rectify weaknesses in our services and products. The data is also a source of information for improvement plans.
Complaints cover a wide range of concerns from suggestions for improvements to serious allegations of illegal action. Anonymous complaints will only be investigated where they concern serious matters and enough information is available to enable an investigation. (Appeals/Complaints forms are available from Goulburn Office)
Student documentation:
Competency Outline for Applicants
Students are issued with an appropriate Assessment booklet/Competency Outline booklet at enrolment. The booklet details the competencies which must be met to achieve the qualification. The booklet provides a format for students to track their progress through the course.
The booklet also forms the basis for any recognition procedure and clearly details each competency within the qualification the student is attempting. All information is taken directly from the appropriate Training Package.
Students are encouraged to use this document as a guide when collecting information and gathering evidence. The following details are included for each competency.
- · Unit of competency
- · Elements of competency
- · Performance Criteria
- · Context of Assessment
- · Critical aspects of Assessment including:
- · essential knowledge
- · essential skills
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Unit of competency |
Provides a clear statement of what is required of a person in a particular function. Each unit contains elements, performance criteria, a range of variables and an evidence guide.
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Elements of competency
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They describe in terms of outcomes the significant functions and tasks that make up the competency. They determine the job task, what the student must be able to do.
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Performance criteria
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Specifies the required level of performance expected in the workplace and guides the assessor in judging whether performance has been achieved to the standard required.
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Evidence guide / Critical aspects
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Outlines the evidence required to demonstrate competency in the unit, including critical aspects of evidence of both skills and knowledge to be collected: Essential Skills The candidate needs to demonstrate their ability in these skills. Essential Knowledge The essential knowledge is what a person needs to know to perform the work in an informed and effective manner. This also includes context of assessment, resource implications, required or underpinning knowledge and skills, language, literacy and numeracy requirements and consistency of performance.
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Trainers/Assessors also have information relating to the range of variables. This identifies the range of contexts and conditions to which the performance criteria apply. It places the unit of competency in the context in which performance should be demonstrated (typical facilities and equipment). It is their role to ensure the student/applicant is appropriately placed.
Results are only deemed “official” when detailed on official transcripts which are available from Recognition First’s Head Office.
Student Files
Recognition First keep student files which are a crucial part of the student management system. They contain all information related to each students training and assessment process and track their progress. It is the trainer’s responsibility to complete the paper work and enter the information appropriately. The course co-ordinator will review student records regularly with the trainers and assessors to ensure their validity.
Privacy Statement
Personal Information
Recognition First is committed to protecting and maintaining the privacy, confidentiality, accuracy and security of your personal information.
As a Registered training Organisation, complies with the Australian Quality Training Framework Standards and has documented and implemented policies and procedures to assure the integrity, accuracy and currency of its records including:
- ensuring that, except as required under the AQTF Standards or by law, information about a client is not disclosed to a third party without the written consent of the client;
- access by clients to their personal records.
Forms are available from Recognition First office for requesting access to or disclosure to nominated third parties of personal information. All staff, employees, trainers, advisors and agents of Recognition First are bound by policies and procedures and must treat a client’s personal information with the strictest confidentiality.
Course Results
The results achieved by clients attending Recognition First courses are subject to retention, archiving and retrieval for a period of 30 years and transfer consistent with the requirements of registration authority. Recognition First will also keep records of courses undertaken (including dates, topics, activities and assessments) and Statements of Attainment or Achievement issued.
Use of Personal Information.
By enrolling into our records systems personal information of clients of Recognition First may be used by it to:
- inform clients of professional training and related services offered by Recognition First including new professional development course;
- carry out reviews of our internal administration and operations including record keeping, risk management, accounting, archiving, systems development and testing and staff training;
- Develop and customise new training products and services;
- Undertake planning, research and statistical analysis;
- Compliance with ATQF reporting and auditing requirements.
Legislative Requirements:
All personnel are required to be aware of their responsibilities in relation to the following Commonwealth and State legislative and regulatory requirements:
- Occupational Health & Safety
- Work Cover
- Anti-Discrimination Act including:
- Equal Opportunity
- Racial Hatred
- Vocational Education and Training Act (VET Act 2005)
- Privacy Act
These areas will be discussed in your orientation session and your specific responsibilities will be outlined. As employees and work placement students you have a responsibility to ensure that your intentions and actions should reflect safe work practice. Copies of the above legislation and regulatory requirements are available on line.
The following internet sites are very useful resources.
- OHS & Worksafe http://www.ascc.gov.au
- Work Cover http://www.workcover.nsw.gov.au
- Australian legal Information Institute http://www.austlii.edu.au
- Anti-Discrimination; Equal Opportunity ; Racial Hatred www.workplacelaw.net.au
- VETA Act http://www.vetab.nsw.gov.au (Publications and Logos section)
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- Dept. of Education Employment and Workplace Relations www.deewr.gov.au or www.dest.gov.au
- Traineeships: www.det.act.gov.au and http://apprenticeships.det.nsw.edu.au
- The Office of the Privacy Commissioner http://www.privacy.gov.au/act/index.html
