CGEA PD Day 19 th June 2012 Victoria University SESSION 2: Keynote Address

1. CGEA PD Day 19thJune 2012 Victoria University SESSION 2: Keynote Address Learning, assessment, quality, compliance! Presenter: John Molenaar

2. Is there a conflict between: • quality student centred learning? and • meeting compliance requirements?

3. Do you think that the regulatory and compliance requirements are holding you back? • Let’s look at how we can use this compliance environment to free us up to concentrate our energies on quality student centred learning and outcomes.

4. How important are the following to achieving quality student centred learning? • Establishing the needs of clients, and delivers services to meet these needs • Continuously improving our services by collecting, analysing and acting on relevant data • Informing learners about the training, assessment and support services to be provided, and about their rights and obligations • Where appropriate, to engaged employers in the development, delivery and monitoring of training and assessment.

5. How important are the following to achieving quality student centred learning? How important are the following to achieving quality student centred learning? • Learners receive training, assessment and support services that meet their individual needs. • Providing learners with access to current and accurate records of their participation and progress. • Provide learners with the opportunity to have complaints and appeals addressed efficiently and effectively.

6. How important are the following to achieving quality student centred learning? • Where appropriate, to engaged employers in the development, delivery and monitoring of training and assessment. • Learners receive training, assessment and support services that meet their individual needs. • Providing learners with access to current and accurate records of their participation and progress. • Provide learners with the opportunity to have complaints and appeals addressed efficiently and effectively.

7. How important is it: • to continuously improve of training and assessment through collecting and analysis feedback from learners, teachers/trainers, industry • that training and assessment meet the requirements of the related unit, qualification or course • that training and assessment strategies are developed through effective consultation with industry • that facilities, equipment and training and assessment materials are consistent with the requirements of the unit, qualification or course • that resources are developed through effective consultation with industry.

8. How important is it that assessments meet: • the requirements of the unit, qualification or course • the principles of assessment and the rules of evidence • workplace and, where relevant, regulatory requirements • is systematically validated.

9. How important is that the training organisation: • management operations ensure that learners receive what they have enrolled for and has been agree to? • uses a systematic and continuous improvement approach to the management of operations? • monitors training and assessment provided by other training organisations on its behalf? • manages records to ensure their accuracy and integrity?

10. Building on a solid platform!

11. Establishing sound foundations

12. There is a need to address the compliance requirements and have them in place to provide a strong foundation that will let us deliver sound quality

13. Foundations that will stand the test of time and change

14. With regular careful review and improvements and/or maintenance

15. The regulatory and compliance environment can provide opportunities for greater creativity and flexibility in our approaches to achieve learner focused outcomes, simply through understanding what it is all about and understanding thevalue that they bring to achieving what we want with our learners.

16. VRQA Guidelines: staff records management system and administration capacity: • trainer skills matrix – signed by trainer/assessor • assessor qualifications – verified by RTO or otherwise certified • vocational qualifications – verified by RTO or otherwise certified • CV -signed by trainer/assessor • professional development activities – verified and/or signed by trainer/assessor • position description • employment contract/agreement.

17. Mechanisms for the retention of sufficient samples of students’ assessment to demonstrate that quality education and training has occurred. • information must include the assessment schedule for that unit • a copy of all assessment tasks, including tests, assignment, role plays, projects etc for the unit • a copy of any workplace/flying log or workbook • .copies of samples of student assessments, together with results - Competent C and Not Yet Competent NYC • assessment for each discrete assessment task. a copy of the overall results by student, for that unit.

18. Staff records management system • trainer skills matrix – signed by trainer/assessor • assessor qualifications – verified by RTO or otherwise certified • vocational qualifications – verified by RTO or otherwise certified • CV -signed by trainer/assessor • professional development activities – verified and/or signed by trainer/assessor • position description • employment contract/agreement.

19. Assessment material must include but is not limited to: • 1. Delivery and assessment plan for each qualification that includes a matrix (or other presentation technique) that clearly shows the specific assessment requirements/tools for each unit of competency (or cluster of units of competency) consistent with the requirements of the training package