ACPET

Representing quality private education
providers in Australia

ACPET in Darwin - Professional Development workshops
Northern Territory - Introduction Series
Tue 10 Oct 2017, 9:00am to 4:00pm ACST

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TypeWorkshop
LevelIntroduction Series
Stream
  • Business Development
  • Business Management & Administration
  • Teaching & Learning
  • Student Engagement & Support
DurationFull Day
LocationOaks Elan Darwin 31 Woods St Darwin , Northern Territory
Peer+ points0
Cost inc. GST (Members)$65
Cost inc. GST (Non-members)$65
Who should attend?
  • New VET Staff
  • Teachers
  • Administration Staff
  • Managers
  • Business Development Managers
  • New Higher Education Staff
  • CEOs
  • Campus Director
  • Academic Director
  • Business Development Staff
  • Academic Staff
  • Finance Staff

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The following information outlines the two (2) Professional development workshops planned to take place through ACPET in Darwin in the week of the 9th October, 2017.

Please note: The workshops are $65 per workshop or $130 for the day.

Workshop 1 – 9:00am to 12 noon

A practical interpretation of ASQA’s student-centred audit approach – the RTOs perspective.

ASQAs Student-centred audit approach has been trialled and is now in an implementation stage.

From a RTOs perspective, it follows the natural progression of a student from the time they respond to marketing and promotional materials through to completion of their chosen training product. This focus on the student and ensuring their needs are met, is everything that is at the heart of an RTOs quality training system.

The half-day session will explain and interpret the Student-centred approach through the eyes of an RTO. It will cover the following points and discuss how an RTO can prepare, respond and, proactively aim to ensure its systems are compliant:

  • How this new model emerged.
  • The information that will be gathered by ASQA from students prior to the audit.
  • Which audits the change will apply to, and how audit may be informed and consequently structured through the input from students.
  • Addressing non-compliances following an audit which may involve future learners or those related to current or past-learners and the subsequent impact it may have had on them.
  • Examining examples of impact and possible remedial action based on the specific clause of the standard.
  • Constructive and preventive approaches that can be implemented as an aim to ensuring the RTOs systems are compliant.

Workshop 2 – 1:00pm to 3:00pm

This session is split between two topics.

Topic 1:

‘Volume of Learning’ and its practical relationship to the ‘Amount of Training’.

The ‘Volume of Learning’ has been a component of the Australian Qualifications Framework (AQF) for some time now. It has an impact on the development of a Training and Assessment Strategy (TAS) as the RTO considers the ‘Amount of Training’ required to ensure the specific training product and the related cohort of students are adequately considered in the structure and implementation of the learning approach to be adopted.

The topic focuses on:

  • The practical ‘dimensions’ that make up the ‘Volume of Learning’ and examples of how it is different to the ‘Amount of Training’, particularly considering different cohorts of students.
  • The topic distinguishes between the ‘Volume of Learning’ and the ‘Amount of Training’ in a practical way.
  • Considers the variations that might apply to the ‘Volume of Learning’ and the ‘Amount of Training’ based on the nature of the cohort; i.e. same training product but a different description in the TAS.
  • Developing a rationale to be included in the TAS.

Topic 2:

RPL hasn’t gone away and the specific benefits it presents to the RTOs offerings.

Although RPL has been around for many years it is often still being implemented in a manner that does not always meet the Principles of Assessment and would consequently struggle to meet the Rules of Evidence.
This topic focuses on:

  • ‘Simple RPL’ doesn’t mean quality is compromised it actually means it’s reinforced.
  • Gathering documented evidence from the candidate when you need it and not before.
  • Using Pricey’s ‘Cone of Confidence’ when collecting evidence and making a judgement.
  • Considering methods of using RPL to add value to the RTOs delivery and assessment approaches.
Facilitated by: John Price

John has been training and assessing for over 40 years and was Head of the School of Printing and Graphic Arts in Queensland. He is now, and has been since 1987 the owner and Director of John Price & Associates Pty Ltd. He established Intech Australia as the first high technology training centre located in the workplace for the Printing and Graphic Arts industry a model that has now been emulated by other industries. He conducts professional development workshops on a comprehensive range of VET related topics both nationally and internationally and has assisted over 300 RTOs to become registered to the national training standards since their inception in the late 1990s. John was ACPETs lead consultant for the implementation of efficient and effective RPL practices and continues to develop RPL Assessment Kits for a range of training products. Currently, as well as presenting at national VET conferences John’s regular activities involve him in undertaking internal audits for RTOs as well as conducting specifically focused in-house professional development for RTO staff.


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