PLANNING FOR TRAINING AND ASSESSMENT. Pre-Training Review For each Eligible Individual, the Training Provider must conduct a Pre-Training Review, as part of enrolment, or prior to the commencement of training, to ascertain a suitable, and the most suitable (as defined in the Quality Charter), course for that student to enrol in. The Pre-Training Review must: ascertain the individual’s aspirations and interests with due consideration of the likely job outcomes from the development of new competencies and skills; consider the individual’s existing educational attainment and capabilities; include consideration of literacy and numeracy skills; identify any competencies previously acquired (RPL, recognition of current competency (RCC) or credit transfer); ascertain that the proposed learning strategies and materials are appropriate for that individual; where the proposed learning includes portions delivered online, identify the individual learner’s digital capability, including access to necessary technology, and where necessary identify steps to overcome any barriers in this regard; and without limiting Clause 4.3 of this VET Funding Contract, be carried out consistently with any applicable requirements in the Quality Charter. The Training Provider must have a clear and documented business process for conducting the Pre-Training Review. The business process for conducting the Pre-Training Review must be consistent with the objective of this VET Funding Contract set out in Clause 3.1(b) of this VET Funding Contract. The business process and related documentation used by the Training Provider to conduct the Pre-Training Review must be made available to the Department (or persons authorised by the Department) for audit, review or investigation purposes. The Training Provider must document how it determined the course or qualification each Eligible Individual enrolled in was a suitable, and the most suitable, training option for that Eligible Individual, with reference to the items in Clause 5.1 of this Schedule 1. The Training Provider must not enrol an Eligible Individual in a course or qualification that is at an inappropriate level for that student, including enrolling students in courses on the Foundation Skills List that would not provide additional relevant competencies. For example, it would be inappropriate to enrol a student assessed at Australian Core Skills Framework Level 3 in all core skills areas in either Certificate I in General Education for Adults or Certificate II in Skills for Wor...
PLANNING FOR TRAINING AND ASSESSMENT. Pre-Training Review
PLANNING FOR TRAINING AND ASSESSMENT. Training and Assessment Strategy
PLANNING FOR TRAINING AND ASSESSMENT. Training and Assessment Strategy The Training Provider must have a Training and Assessment Strategy consistent with Standard 1 of the National RTO Standards and its User Guide for each program it delivers on the Funded Scope. This includes having a Training and Assessment Strategy for each program and the cohort of students to which it will be delivered that meets the requirements of the relevant Training Package or curriculum materials. If the Training and Assessment Strategy for a program, or individual cohort undertaking a program, is structured so the program will be completed in a shorter time period than that described in the Australian Qualifications Framework, the Training Provider must justify and document within the Training and Assessment Strategy, using a rationale based on the previous skills and knowledge and the needs of learners, how the relevant cohort: has the characteristics to achieve the required rigour and depth of training; and can meet all of the competency requirements in a shorter timeframe. Each Training and Assessment Strategy for a program or an individual cohort that will be delivered and/or assessed partly or wholly online must reflect and respond to the unique requirements of online delivery of training and assessment, and must include: the methodology for engagement between learners, teachers and support staff; learner progress monitoring arrangements and evidence-informed feedback models designed to strengthen learning outcomes; and the validation method for online assessment tools. The Training Provider must have a clear and documented business process to ensure that all Training and Assessment Strategies are reviewed, evaluated and updated from time to time to ensure that they continue to comply with this Contract. General Training Plan requirements (non-Apprentice/Trainee Skills First Students) The Training Provider must develop a Training Plan for each non-Apprentice/Trainee Skills First Student for each program they are enrolled in, to ensure they are fully informed about: the nature of their training and assessment; and the respective obligations of the Training Provider and student. The Training Provider must have a clear and documented business process that shows how information in the Training Plan is authorised by the Training Provider and how it is made available to each non-Apprentice/Trainee student. The Training Plan must be developed and provided to the non-Apprentice/Trainee Skills First Student either befo...
