Become an RTO – Changes to register an RTO in 2018 – Part 4 of 6 (This is the 4th phase in the student’s journey).
Become an RTO – If you are considering applying to become an RTO there are a whole host of things you need to understand before you can make an informed decision about moving forward with your idea. IMPACT Workforce Training Group like to ur on the side of caution, particularly now The Regulator has made significant changes to the application process, (presented on the 1st May 2018 but take effect 1st July 2018), which in our opinion, are game changes. The impact this will have on those wishing to become an RTO maybe far more thought provoking than you had originally considered. So, we have provided you with a glimpse of what you could expect in the form of a series of blogs that will take you through the phases.
This will be a road map, it will allow you to understand how robust the process to become an RTO is, and what you really need to have in place to ensure you will be approved at audit. This is part 4 of a 6 part update.
Last week we looked at Support & Progression – The 3rd phase in the students journey.
This week we will look at Training & Assessment – The 4th phase in the student journey.
TRAINING & ASSESSMENT
This area focuses on having training and assessment strategies in place, that include the amount of training to be provided for each training product you intend to deliver ensuring it is sufficient for the intended student cohort.
Training and assessment strategies (TAS) are your individual Business Plan/Road Map for the WHO, WHAT, WHERE, WHEN, HOW & WHY of how you plan to deliver and assess each program you intend to place on scope.
This area also focuses on your venue, facilities, resources and training staff. The expectation is that you will be ready to operate as a training provider on your very first contact with ASQA – on submit of your initial application.
Please consider and ask yourself these questions:
- Have you developed a training and assessment strategy (TAS) for all programs you intend to place on scope?
- Can you show evidence to support you have a market for your intended services?
- Can you show evidence you have consulted with industry to develop your TAS?
- Have you considered a holistic approach for the delivery of training, taking into consideration the differing skill levels you may have in your learner cohort? Eg basic, intermediate, advanced.
- Have you checked the nominal hours for each training product is consistent with the nationally agreed hours eg dtwd.wa.gov.au
- Have you considered all pre-requisites or entry requirements for each program Eg some UOC/Qualifications suggest there are no pre-requisites; be aware that whilst the training package may suggest such, consider everything: For example HLTAID003 suggests there are no pre-requisites, which is correct, however in order for a learner to enroll your entry requirements might well look something like this: a.Learners will be required to provide their Learner Identifier number prior to the commencement of the course (usi.gov.au to register). b.Learners will be required to show a photo id on the day of course commencement. c. Learners will require sufficient language and literacy skills to write a report of an incident. d.Learners must have the necessary health and fitness to carry out the assessment requirements which are to; complete continuous 2 minutes of CPR on an adult manikin kneeling on the floor and 2 minutes of continuous CPR on an infant manikin. (Some learners may find the physical aspects of this training strenuous and will be asked to discuss any injuries or physical limitations, with the RTO staff prior to enrolment). e. Learners MUST complete pre-course reading and an online theory learning and assessment module (via an online portal) prior to attendance of the classroom phase of the course. (This is a mandatory requirement). f. Learners are required to wear comfortable and loose-fitting attire including; enclosed flat shoes, slacks and loose fitting shirt/t-shirt for both males and females.
- What will be your review process for the review and update of your training and assessment strategies? How will you do it, who will be involved, how often and what will be the process?
- How will you gain information and feedback from industry on how you plan to run your programs?
- Can you provide feedback from a range of industry representatives and show how this has been incorporated into the development of your training and assessment strategies
- Does any Industry feedback confirm that training and assessment strategies and intended practices are relevant to current and (where possible) future industry needs.
- When you develop and review your TAS it may include, but not limited to, the following:
- Current units/Qualifications -should include both core and electives
- Pre-requite or entry requirements
- Sequencing of delivery and assessment
- Amount of training
- Modes of delivery – variables for differing learner cohorts
- Venue and address of training and assessment
- Work placement if relevant
- Target market
- How assessment will be conducted, including assessment during work placement
- Timing of assessment
- Assessment resources – learning – human – physical
- Possible pathways
- Training package version and release date
- Unit/Qualification descriptor
- Dress code
- Course outline
- Assessment and evidence gathering techniques
- Assessment details and processes
- Assessment tools and resources
- Assessment rules and appeal process
- Reasonable adjustment methods
- Training and assessment staff
- Information provided to the leaner prior to course commencement
- Industry consultation
- Infrastructure requirements
12. Have you unpacked the training package assessment requirements and met the requirements of the entire training product. On audit; we find, and ASQA would attest to this, 85% of assessment instruments do not meet audit or training package requirements, so this is a key area to focus on.
13. Have you contextualised the learning resources for each client cohort?
14. Have you considered resources and support systems for learners who are undertaking distance or online training?
15. If you plan to conduct training and assessment at a specific employer’s premises, is this recorded in a contractual agreement with the employer?
16. If you plan to conduct training in a venue other than your own, do you have written consent or a lease to confirm?
17. Have you obtained necessary council approval (if appropriate) for all premises to be used as educational facilities?
18. Is the venue large enough to support the amount of learners you will accommodate in training?
19. Have you considered that all assessments conducted in a simulated environment replicates the workplace and meets the training package requirements.
20. Do you have sufficient staff, who are qualified in the most current Certificate IV in Training and Assessment (TAE40116 or upgrade by April 2019) and hold the relevant (or higher) qualifications/UOC they will deliver against.
21. Have you confirmed access to sufficient educational and support services to cover the amount of learners?
22. Is there a requirement to undertake work placement or workplace supervision, if so is there how will you accommodate this process? How will you determine sufficient and appropriately skilled staff are available at the workplace venue to supervise, train and if necessary provide assessment advice for the number and type of learners?
23. Have you unpacked the training package to ensure you have all the relevant resources required to deliver and assess the product eg working at heights would require the use of an elevated platform.
This gives you an idea.
I think that’s a lot to consider for Part 4. More next week.
Call us now to assist you to Become an RTO on 1300 933 037
We would love to help! www.impactworkforce.com.au