Accellier is the provider of choice for thousands of people and hundreds of organisations in Australia and around the world. Under our former name SAVE Training, we built a solid foundation on which Accellier now stands, embodying almost 10 years of service to Australia’s Tertiary and Vocational Education Sector. As a testament to this, since our inception in 2010 we have spent only a few thousand dollars on advertising. Our clients are almost entirely referred from our happy graduates and business customers.
Accellier is the trading name of SAVE Training Pty Ltd and is a Registered Training Organisation (RTO 32395) that offers a range of nationally recognised courses in education and business Australia wide through our online and face to face courses.
Our mission is to enhance people’s value through excellence in service and learning outcomes.
Have you covered everything in the UOC including all the PC, PE and KE? Has the new BSB TP been endorsed yet? Just ask ASQA or check it on TGA!
Like many industries, Vocational Education and Training (VET) includes its fair share of jargon, acronyms and terminology.
The following are some examples of things you might hear TAE40116 qualified VET Trainers and Assessors say, and what it means.
|Which qual is he enrolled in?||Which nationally recognised qualification from a Training Package is the student enrolled into?|
|Is this course done through an RTO?||Someone is asking if the course is delivered by a Registered Training Organisation (RTO). Only RTOs can deliver Nationally Recognised Training.|
|Better check our scope of registration.||Scope of registration means what qualifications, skill sets, units of competency or accredited courses an RTO is approved to deliver.|
|Do we have that on scope?||Is the RTO approved to deliver this course?
(See scope of registration, above).
|The AVETMISS reporting is throwing up validation errors all over the place||AVETMISS stands for the Australian Vocational Education and Training Management Information Statistical Standard.
RTOs have to collect statistical information about enrolments and completions in their courses.
They gather this information together and submit it (usually annually) to an organisation called the “National Centre for Vocational Education Research” (NCVER).
The format they submit this information in is called AVETMISS.
It’s notoriously error prone if the data is not managed precisely.
|Have you covered everything in the UOC including all the PC, PE and KE?||They are asking if you’ve covered everything in the Unit of Competency (UOC). Within the Unit of Competency are individual sections called:
|Has the new BSB TP been endorsed yet?||They are asking if the new Business Services Training Package (TP) has been endorsed by the government and published on the Training.gov.au website.
All training packages have a three-letter code to identify them, for example, BSB is Business Services.
|Just check it on TGA||Check for something on the website Training.Gov.AU (TGA).|
|If you’re unsure what they mean in this unit maybe contact the SSO that develops the training package?||Training Packages are developed and maintained by Skills Service Organisations (SSO).
When you’re unsure about something in a unit of competency often contacting the SSO can give you some clarification. You can find the SSO who developed a Training Package on Training.gov.au.
|It’s in the P&P||It’s in the RTO’s Policies and Procedures.
RTOs use Policies and Procedures to create a process for all staff to follow that helps ensure they comply with the government requirements for being an RTO.
|Check the TAS||Check the Training and Assessment Strategy. The overarching document that RTOs use to plan their strategy for delivering and assessing a course.|
|We got audited but were found compliant||They are saying the RTO they work for was audited by the Australian Skills Quality Authority (ASQA) and found to be compliant against the Standards for RTOs.|
|Unfortunately I was deemed NYC but C in most other units.||A student was deemed to be Not Yet Competent (NYC) but Competent (C) in most other units of competency.|
|You can apply for RPL||You can apply to be recognised for previous skills, experience and qualifications through a process called Recognition of Prior Learning (RPL).|
|That UOC is superseded||The Unit of Competency is no longer current. There’s a new version.|
|Is observation an appropriate assessment method to use here?||Someone is asking about assessment methods. These are the ways that we assess people in competency based assessment.
To find out if someone is competent we typically use a few different methods, for example, observation, questioning, project tasks, roleplays or third party reports.
|Is this observation checklist the right assessment instrument to use?||Relating to the above point, we must use assessment instruments to ‘measure’ student performance while they are being assessed using the different methods.
Examples of assessment instruments include observation checklists, marking guides, project briefs, third-part report checklists.
|You can’t just sign him off as competent because you think he is. You’ve got to use the Assessment Tool!||The assessor must use Assessment Tools to make their assessment decision. An Assessment Tool is the combination of all the procedures, plans, instructions, forms and instruments (see above) that we use to find out if someone is competent or not.|
|Mate has this assessment tool been validated? There seems to be a few issues with it. A couple of the other trainers are struggling without a marking guide and some of the stuff on this checklist doesn’t make much sense. The students are really confused too.||They’re talking about Assessment Validation. That’s where two or more assessors sit down and formally review the way the assessments are conducted and the assessment tools that are used. It’s a quality assurance process that seeks to improve the consistency, validity, reliability, fairness and trust in the process.|
|Is this student’s LLN assessment aligned to the ACSF?||Someone is asking about a student who has been assessed for their Language, Literacy and Numeracy (LLN) levels before they start a course. They are asking if the assessment was aligned to the Australian Core Skills Framework (ACSF) which is used to describe LLN levels.|
|This course is meant to be at AQF level 5. I’m concerned it’s too simplified. It feels more an AQF level 3. I think it needs to be more rigorous.||The Australian Qualifications Framework (AQF) is the framework for regulated qualifications in the Australian education and training system.
For those of us in the Vocational system, it sets out the levels required in qualifications from Certificate I to Certificate IV (AQF level 1 – 4), Diploma (AQF Level 5), Advanced Diploma (Level 6), Vocational Graduate Certificate and Graduate Diploma (Level 8).
The person is concerned that maybe the learning or assessments are a bit too simple for a Diploma. It lacks the rigour required of someone aiming to graduate with a Diploma.
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