CLIENT SERVICE STANDARDSMission StatementWe are committed to adopting policies and management practices that maintain high professional standards in the marketing and delivery of vocational education and training, and will safeguard the interests and welfare of learners. Our function is to provide
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CODE OF PRATICE FOR HOBART TECHNOLOGYPreamble This Code of Practice has been developed by Hobart Technology to establish their commitment to the maintenance of high standards in the provision of vocational education and training. 1. Applicant Information All applicants will be provided with:
To the best of its ability Hobart Technology will endeavour to ensure that all learners are provided with safe training conditions. Any venues used for training will be covered by public liability insurance. The desire to protect the OH&S of learners will inform all Hobart Technology's training and assessment processes. 3. Admission Processes Recruitment and selection decisions will be conducted at all times in an ethical and responsible manner that is consistent with the principles of social justice, that is access and equity, anti-discrimination and harassment legislation. Appropriately qualified staff will assess the extent to which the applicant is likely to achieve the stated outcomes of the training, based on the applicant’s qualifications and proficiency. Every support and assistance will be provided to applicants during the enrolment process to ensure that decisions about the selection of training and the delivery method will support the successful completion of their training Marketing Hobart Technology will market their vocational education and training products with integrity, accuracy and professionalism in accordance with condition 8 of the Essential Standards for Registration as laid down in the AQTF 2007. The RTO's marketing material must be accurate and approved by a duly authorised member of the RTO staff. A client’s written permission will be gained prior to the use of information about that client in promotional material. Wording in promotional material will not contain vague, ambiguous or misleading statements that may:
Only the AQTF qualifications on the RTO's scope of registration may be advertised. Marketing of training and assessment leading to AQTF qualifications or statements of attainment must be advertised separately from other training or assessment services. 5. Recognition of Qualifications Issued By Other Training Providers Hobart Technology will recognise the nationally accredited qualifications and Statements of Attainment issued by other RTO's. 6. Delivery of Training Training delivery will be in accordance with the principles of access and equity, while meeting the delivery requirements laid down in the training documentation. Training will be designed to incorporate a learning style that is appropriate for the learner, in order to optimise the potential for successful completion. Training and assessment will be continuously improved through the analysis of feedback and other relevant data. 7. Assessment All assessment and assessment processes will comply with the principles of transparency, validity, reliability and fairness. Assessment will be carried out in accordance with the assessment guidelines of the relevant Training Package, or the assessment requirements set down in the relevant course curriculum. Opportunities for the learner to seek Recognition of Prior Learning (RPL) and/or credit transfer will be identified and learners will be advised and assisted with these processes where applicable, in accordance with national assessment principles. Grievances Policy Hobart Technology will make provision for learners, who are dissatisfied with any aspect of the programs/courses offered, to lodge a formal written complaint with the management. Such grievances may be related to perceived problems with teaching styles, personality clashes, or more serious harassment or discrimination complaints. All grievances will be managed professionally, fairly, equitably and as efficiently as possible. Hobart Technology will encourage frank and open debate and attempt to resolve problems, via the medium of the Grievance Panel, through discussion and conciliation. The grievance panel will comprise of the Program Coordinator, and/or a Hobart Technology partner and a representative for the learner. The panel will have fourteen (14) days in which to respond in writing to the learner, with an acceptance or rejection of the complaint, reasons for the decision and suggested action for the resolution of the problem. Where a grievance can not be resolved in this way, then an appropriate external and independent agent will be appointed to mediate. If the learner is dissatisfied with the outcome of the grievance process, he/she will be advised as to which government agencies/departments they may apply to, for an independent assessment of the complaint, using established procedures and protocols. 9. Assessment Appeals Process All assessment candidates and/or their employers have the right to appeal assessment outcomes or assessment processes on the grounds of validity, reliability or fairness. Opportunity to resolve any disagreements regarding assessment outcomes will be given prior to a formal appeal being lodged. This may be accomplished by providing the candidate with the opportunity for an independent reassessment. If that appeal process is unsuccessful the learner has the right, if they feel that they have just cause, to bring their complaint to the management as a ‘grievance’. 10. Refund Policy Appropriate fees will be charged according to the training program and circumstances of the learner. Hobart Technology will make appropriate financial arrangements to guarantee the refund of fees in the following circumstances:
All fees paid in advance will be receipted and held in a trust account until commencement of training. VOCATIONAL EDUCATION AND TRAINING EQUITY AND ACCESS POLICYHobart Technology will ensure, within the bounds of reason, that all learners have equitable access to the benefits of vocational education and training, irrespective of their sex, culture, linguistic background, race, sexuality, location, socio-economic background or disability. These principles form an integral part of all Hobart Technology’s training procedures and practices. The organisation will pursue equity for all enrolled learners and will especially focus on those groups of learners who are known to gain significantly less from their education and training than the population as a whole. The Enrolment Procedure outlines the selection process. Entry will be based on the suitability of the VET program to meet the learner's needs. Advice in relation to course selection will be available to all learners making application. COMPETENCY-BASED TRAINING & ASSESSMENTCompetency-based training and assessment is a key feature of the Australian Vocational Education and Training system (VET). The major emphasis is on what you can do as a result of training. The concept of competency focuses on what you are expected to do in the workplace rather than the learning process. It also embodies the ability to transfer and apply skills, knowledge and attitudes to new situations and environments. Competence relates to all aspects of work performance not just narrow task skills. In competency-based training the emphasis is on:
Competency Standards Competency standards are lists of the nationally agreed skills and knowledge required to perform effectively in a particular job or function. Someone who is competent can demonstrate that they have the required skills and knowledge and is able to apply these to the standard of performance required in the workplace. Your particular job or role will be made up of a number of units of competency, commonly referred to as competencies. Dimensions of Competence The concept of competence includes all aspects of work performance including:
Competency Standard Format Competency standards have the same general format. Each competency has a number of components, which provide guidance on suitable assessment and training activities and outcomes. The components are listed below. You will be provided with information for each unit of competence that makes up your training program.
RECOGNITION OF PRIOR LEARNING/CURRENT COMPETENCE POLICY"Assessment processes shall provide for the recognition of current competencies regardless of where these have been acquired." (Vocational Education and Training Ministerial Council). This principle acknowledges that competence can be gained through a variety of structured and unstructured experiences, including formal and informal learning, workplace experience and the transference of knowledge and skills from other contexts. Regardless of the methodologies used candidates are entitled to the recognition of their competence against the relevant endorsed industry competency standards. The processes of Recognition of Prior Learning/current competence (RPL/RCC) and Credit Transfer are important for recognising existing competence for the purpose of awarding Statements of Attainment or AQTF qualifications. Learners undertaking any training delivered by Hobart Technology who consider that they are already competent in one or more units of competence of the relevant endorsed industry competency standards, will be given the opportunity to apply for RPL/RCC for the relevant unit(s). If successful in their application the learner will be deemed competent in the relevant unit(s). Supporting evidence of competence must be lodged with a written application to the Hobart Technology management committee, or other authorised person. This evidence may be drawn from a range of sources such as:
Recognition of Prior Learning/Current Competence (RPL/RCC) Procedures.Stage 1 Review of Application
Credit Transfer The principle of credit transfer can be applied to the formal recognition of the equivalence of outcome between one or more units of endorsed competency standards, and the requirements of units from another group of endorsed competency standards. TYPES OF EVIDENCE AND EVIDENCE COLLECTION METHODSAssessment of evidence of competence for recognition of Prior Learning / Current Competence (RPL/RCC)."Assessment processes shall provide for the recognition of current competencies regardless of where these have been acquired." (Vocational Education and Training Ministerial Council).This principle acknowledges that competence can be gained through a variety of structured and unstructured experiences, including formal and informal learning, workplace experience and the transference of knowledge and skills from other contexts. Regardless of the methodologies used candidates are entitled to the recognition of their competence against the relevant endorsed industry competency standards. Learners undertaking any training delivered by Hobart Technology who consider that they are already competent in one or more units of competence of the relevant endorsed industry competency standards, will be given the opportunity to apply for RPL or RCC for the relevant unit(s). If successful in their application the learner will be deemed competent in the relevant unit(s) and will be awarded the appropriate credential. What Kind of Evidence Do I Need? When collecting supporting evidence of competence careful consideration should be given to the selection of evidence, to ensure that all components of the competence are all assessed. These components are:
For example, someone working as a volunteer in a community access centre would have competencies associated with operating a computer, using software packages and customer service skills. What is Classed as Evidence? There are three types of evidence, these are: Direct - e.g. observed workplace performance, simulations, detailed ‘walk through’ of workplace operations, work related information that clearly details the performance ability of the candidate. Indirect - e.g. products, presentations, supervisor/team leader reports, workplace documents, including structured logbook of performance validated by an authorised person. Supplementary - e.g. practical projects, written assignments or tests, oral questioning, self or peer assessment. In most instances a combination of different types of evidence will be required to ensure the reliability of the assessment outcome Where Do I Get My Evidence? Evidence may be drawn from a range of sources such as:
CONTACT DETAILS:Rupert Badcock +61 408 138 279 John Watson +62 818 054 445 95 Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it Web: www.hobarttechnology.org Postal Address: 8 Stoke St. New Town, Hobart, Tasmania Australia 7008 LEARNER ROLES AND RESPONSIBILITIESAt the commencement of your training you will need to discuss and plan with your employer / trainer how you are going to complete your training. As a participant you need to value the program as a learning and development opportunity. It is designed to ensure that you have the necessary knowledge and skills to undertake your work role effectively. You have a responsibility to be an active learner. This means:
It is important to use your initiative. For example:
I have read the above and agree to act accordingly Signed: …………………………………………………………. |
