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Access
and equity
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the
policies and approaches that ensure that vocational education and
training is responsive and equitable to the diverse needs of all
participants. Particular focus is given to ensure it meets the needs of:
people with disabilities; people from non-English speaking backgrounds;
Indigenous Australians; women in under-represented areas; and rural
/remote learners.
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Accreditation
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Refers
to the formal recognition of a course by the State or Territory course
accrediting body in line with the Standards outlined by the State
and in the AQTF
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Accredited course
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Refers
to a structured program of vocational education and training that has
been accredited by the State Training Authority and leads to an
Australian Qualifications Framework (AQF) qualification or Statement of
Attainment.
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Appeal
process
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This
process allows for the person being assessed, or an employer, to have an
assessment reviewed. This may result in part of an assessment being
repeated or carried out in a different way. |
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Assessment
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Assessment is the process of collecting evidence and making judgments on
the ability of an individual to perform certain tasks or skills.
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Assessment guidelines |
Refers
to an endorsed part of a training package which outlines the assessment
conditions, requirements and guidelines
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Assessment process
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The
assessment process is the steps agreed to by the applicant and the
assessor to most suitably complete the required assessment activities.
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Assessor |
An
assessor is someone who has the skills and knowledge to conduct
assessments. Registered training organisations must use assessors who
possess the appropriate assessment qualifications required by the
training package guidelines. |
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Audit
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Refers
to the systematic, objective and documented process to determine if an
RTO complies with the ATQF |
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Australian National Training Authority (ANTA) |
Refers
to the Commonwealth statutory authority established in 1994 to provide a
national focus for vocational education and training (VET). It was
established under the Australian National Training Authority Act 1992
[subsection 5 (1)] |
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Australian Qualifications Framework (AQF) |
Refers
to the policy framework that defines all qualifications in
post-compulsory education and training incorporating school, industry
vocational and academic qualifications into one system. |
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Australian Quality Training Framework (AQTF) |
Refers
to the set of nationally agreed standards to ensure the quality of
vocational education and training services throughout Australia agreed
to by the Ministerial Council. |
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Apprenticeship and Traineeship Support Network (ATSN) |
A branch of the
Department of Education and Training that looks after Traineeships and
Apprenticeships in Western Australia. They ensure that the rights and
obligation of Trainees and Employers are adhered to. They supply
information to employers and trainees on training options.
Mediation, dispute resolution and counselling services are other
services which are offered. Their website address is
www.apprenticeships.training.wa.gov.au/atsn/ |
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Competency Unit |
A competency is a
fixed arrangement of knowledge and skill required in the workplace for a
particular task. Elements are lists of outcomes that make up the
competency unit. All the elements together fully describe the
competency unit.
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Endorsement
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Refers
to
the
formal process of recognition of Training Packages undertaken by the
National Training Quality Council. |
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Evidence |
Evidence is information gathered that provides proof of competency. It
can take many forms and be gathered from a number of sources. Evidence
must be valid, authentic, sufficient and current to enable the assessor
to make the assessment judgment. |
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Flexible learning |
Refers
to
an approach to training that adoption of a range of learning strategies
that cater for different learning styles, circumstances, interests,
needs or opportunities. |
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Ministerial Council (MINCO) |
Refers
to the ANTA Ministerial Council made up of the Commonwealth, State and
Territory Ministers responsible for VET
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Mutual
recognition |
Refers
to the national requirement for RTO’s to accept and recognise the
decisions and qualifications of other RTO’s. |
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National Training Framework (NTF) |
Refers
to the
national framework designed to allow qualifications to be standardized
and recognised in any State or Territory in Australia. It
is
endorsed by the ANTA Ministerial Council and made up of the Australian
Quality Training Framework and nationally endorsed Training Packages.
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National Training Information Service (NTIS) |
Refers
to
the National Register for information about Registered Training
Organisations, Training Packages and accredited courses. |
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National Training Quality Council (NTQC) |
Refers
to the body established by the ANTA Ministerial Council as a Committee
of the ANTA Board to oversee quality assurance (including the AQTF) and
endorse Training Packages. |
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New
Apprenticeships |
Refers
to the
structured training arrangements, usually involving on- and off-the- job
training, for a person employed under an Apprenticeship/Traineeship
Training Contract. There are a number of traineeships approved in WA for
Community Services and Health (see Useful Contacts) |
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Portfolio |
A portfolio is a
collection of materials, such as original documents, work samples,
certificates, etc. that are put together for a specific purpose. |
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Pre-requisite |
Competency units or
qualifications, which are required to be achieved and assessed before
others, are called pre-requisite competencies. |
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Qualification |
A qualification is
the formal declaration, issued by a Registered Training Organisation,
that a person has achieved all the requirements of a national
Training Package or an accredited course. |
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Reasonable Adjustment |
Reasonable
adjustment is when the assessment method is altered to meet individual
applicant’s needs while remaining valid and reliable. |
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Recognition process |
This term may be
called Recognition of Prior Learning (RPL), Recognition of Current
Competency (RCC), Skills Recognition, or simply Recognition. They all
refer to the process of accepting a person’s skills and abilities
regardless of how, when or where the learning occurred. This includes
through any combination of formal or informal training and education,
work experience or general life experiences. The assessor must be
confident that the applicant currently possesses the competencies being
recognised. The assessor may use a variety of evidence that could
include documentation, references from employers and workplace
observations. The assessor must ensure that the evidence is authentic,
valid, reliable, current and sufficient. |
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Registered Training Organisation (RTO) |
Refers
to
a
training organisation that has met the standard for training and
assessment according to national requirements (Australian Quality
Training Framework). |
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Registered Training Organisation (RTO) |
Refers
to
a training organisation registered by the State registering body (eg TAC
in WA), in accordance with the Australian Quality Training Framework (AQTF).
RTO registration includes a list of the courses, the training packages
qualifications and other services they may offer. This is known as their
scope of registration.
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Registration |
Refers
to
the formal approval and recognition of a training organisation by the
State registering body eg TAC in WA, accordance with the Australian
Quality Training Framework (AQTF).
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Scope
of registration |
Refers
to
the list of the courses, the training packages qualifications and other
services or products an RTO is registered to offer.
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Self-assessment |
Refers
to
a process
that allows applicants being assessed to collect and provide evidence on
their own performance against the competencies in a certain
qualification. This method is often used to help the applicant and the
assessor to determine what evidence is available and where the gaps may
be. |
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Special
consideration
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Reasonable
adjustment may be made to the assessment process to meet individual
needs of the applicant. Applicants may need particular attention
because of personal needs, such as language difficulties, disabilities,
cultural requirements, etc. All information provided to the assessor
and RTO about special needs remain confidential. |
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State
or Territory registering body |
Refers
to
the body responsible within the State or Territory for all the processes
related to the registration of training organisations, including the
imposition of sanctions(eg TAC in WA).
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Statement of Attainment |
Statement of Attainment is a record of recognised competencies. The
Statement of Attainment may contribute towards a qualification if an
applicant has further training, assessment or recognition. The
Statement of Attainment is issued by an RTO when competencies have been
successfully assessed. |
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Statement of Attainment |
Refers
to
a record of recognised learning which outlines the competencies gained
by the participant but does not meet the requirements for a
qualification.
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Traineeship |
Refers
to the
structured training arrangements, usually involving on- and off-the- job
training, for a person employed under a Traineeship Training Contract.
One of the pathways to achieve a qualification. |
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Traineeship Training Contract
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Refers
to the contract that a trainee and their employer sign which is
registered with the Department of Education.
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Training Package |
Refers
to a set of
nationally approved competencies, assessment guidelines and
qualifications for a specific industry or work sector. |
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Training Plan |
Refers
to
a structured program of training and assessment, which is required under
an Apprenticeship/Traineeship Training Contract.
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Unit
of Competency |
A competency is a
fixed arrangement of knowledge and skill required in the workplace for a
particular task. Elements are lists of outcomes that make up the
competency unit. All the elements together fully describe the
competency unit.
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