Policy and Procedure Manual 2014

Transcription

Policy and Procedure Manual
2014
Version 1.12 April 2014
MHM Australasia Pty Ltd trading as The Australasian College Broadway (TAC)
Registered Training Organisation 6980
Contents
Access and Equity.......................................................................................................................................................... 4
Additional Charges......................................................................................................................................................... 6
Assessment Moderation/Validation........................................................................................................................ 7
Assessment....................................................................................................................................................................... 9
Attendance .................................................................................................................................................................... 14
Change of Contact Details ........................................................................................................................................ 17
Client Feedback............................................................................................................................................................ 18
Code of Practice ........................................................................................................................................................... 20
Continuous Improvement ........................................................................................................................................ 21
Credit Transfer.............................................................................................................................................................. 23
Critical Incident ............................................................................................................................................................ 26
Financial Management .............................................................................................................................................. 30
Form Usage and Version Control ........................................................................................................................... 32
Graduation Policy and Procedure.......................................................................................................................... 34
Grievance & Appeals .................................................................................................................................................. 36
Information Prior to Enrolment.............................................................................................................................. 40
Interactions with the National VET Regulator................................................................................................... 41
Internal Audit................................................................................................................................................................ 42
Issuing of Qualifications & Statements of Attainment................................................................................... 43
Legislation...................................................................................................................................................................... 47
Management Meetings ............................................................................................................................................. 51
Marketing & Advertising........................................................................................................................................... 54
Orientation .................................................................................................................................................................... 56
Partnership Agreements ........................................................................................................................................... 58
Policy and Procedure Development...................................................................................................................... 60
Privacy and Personal Information ......................................................................................................................... 62
Professional Development....................................................................................................................................... 65
Recognition of Prior Learning (RPL) ...................................................................................................................... 67
Re-Crediting a VET FEE-HELP Balance................................................................................................................... 70
Refund Policy ................................................................................................................................................................ 73
Risk Management........................................................................................................................................................ 76
Staff Management Policy.......................................................................................................................................... 79
Student Code of Conduct.......................................................................................................................................... 82
Student Enrolment...................................................................................................................................................... 83
Policy and Procedure Manual • V1.12 April 2014 • Page 2 of 113
Student Deferment ..................................................................................................................................................... 84
Student Record Management ................................................................................................................................. 86
Student Requests ........................................................................................................................................................ 90
Student Selection ........................................................................................................................................................ 91
Student Support Services.......................................................................................................................................... 93
Student Withdrawal .................................................................................................................................................. 96
Students Under 18 years........................................................................................................................................... 98
Training and Assessment Strategy.......................................................................................................................100
Transition to Training Packages............................................................................................................................104
Vocational Students Workplace Integrated Learning ...................................................................................109
MHM Australasia Pty Ltd
t/a
The Australasian College Broadway
hereafter referred to as TAC
Access and Equity
1. Overview
TAC is committed to providing all students with equal opportunity to pursue their training and development.
This policy and procedure is to be used by TAC to integrate access and equity principles into all training and
assessment activities it conducts or is conducted on its behalf.
Access and Equity Principles include:
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Equity for all people through the fair and appropriate allocation of resources
Equality of opportunity for all people without discrimination
Access for all people to appropriate quality training and assessment services
Increased opportunity for people to participate in training
Discrimination can be direct, indirect or systemic.
2. Direct discrimination
Direct discrimination is when someone treats someone unfairly or differently just because they belong to a
particular group of people. So, direct discrimination is treating people differently because of their gender;
race, colour or ethnic origin is used as an explicit reason for discriminating.
3. Indirect discrimination
Indirect discrimination is treating everyone the same, but when this same treatment has an unfair effect on
more people of a particular group than people outside the group.
4. Systemic discrimination
‘Systemic discrimination’ is a term which is not universally defined. The term can describe discrimination of a
certain type (sex, race, homosexuality etc.) that is widespread, persistent and which entrenches inequality.
Equity focuses on outcomes. Equity is not concerned with treating people in the same way; it is concerned
with ensuring that all groups of people participate and benefit to the same level.
Legislation includes:
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The Racial Discrimination Act, 1975 (Commonwealth).
The Sex Discrimination Act, 1984 (Commonwealth).
Disability Discrimination Act, 1992 (Commonwealth)
Anti-Discrimination Act 1977 (NSW).
In accordance with the Sex Discrimination Act, 1984, sexual harassment will not be accepted in the
workplace, or in the training environment.
Sexual harassment is when a person:
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Makes an unwelcome sexual advance or an unwelcome request for sexual favours.
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Engages in unwelcome conduct of a sexual nature, and a reasonable person would have anticipated
that the person harassed would be offended, humiliated or intimidated.
The aim of the policy is to remove barriers and to open up developmental opportunities for all students and
staff by creating a workplace and training environment that is free from discrimination, harassment, bigotry,
prejudice, racism and offensive behaviour.
All students will receive fair and equitable treatment in all aspects of training and employment without
regard to political affiliation, race, colour, religion, national origin, sex, marital status or physical disability.
All trainers/assessors are responsible to observe and be advocates for the policy.
TAC procedures relating to training and assessment activities will focus on objective criteria based on merit.
Any person with a grievance will be directed to use TAC Grievance Policy and Procedures.
TRAINING GUARANTEE
TAC guarantees that students commencing courses will have the course delivered as per the agreement
entered into. If for some reason TAC is unable to fulfil this agreement, TAC will have the student transferred
to another course or to another RTO to complete the course commenced as per the students request or
refund of the unused tuition fee remaining in the course.
The CEO will be the person responsible for the implementation and maintenance of the policy.
This policy relates to NVR Standard(s): 16
Additional Charges
1. Scope
The purpose of this policy is to acknowledge that, in accordance with legislation, MHM Australasia Pty Ltd
trading as the Australasian College Broadway (TAC) (National provider code: 6980) must advise clients
(students) of all fees for additional services.
This information is provided prior to enrolment via the Student Handbook and Policy and Procedure Manual
available on TAC website.
Charges for Additional Services
 Students will be required to pay AUD$55.00 for each replacement testamur or statement of
attainment
 Students will be required to pay AUD$25.00 for any replacement student ID card.
 Students will be required to pay AUD$25.00 for any replacement uniform T-shirt.
 Students enrolled in a beauty course will be required to pay AUD$50.00 for any replacement uniform
tunic.
Requests to have fees waived must be in writing to the CEO and will be assessed on a case-by-case basis.
This policy relates to NVR Standard(s): 16.3; 22.2
Assessment Moderation/Validation
TAC ensures that it reviews, compares and evaluates its assessment procedures, tools and evidence
(including Recognition of Prior Learning) on an ongoing basis to achieve standardisation so that the training
outcomes are consistent and that assessment is valid, reliable, fair and flexible and where necessary TAC will
redefine, clarify and modify its existing assessment practice.
1. Assessment Moderation/Validation
TAC will conduct moderation/validation meetings at least yearly to audit current assessment procedures,
tools and strategies for each qualification on its scope of registration.
To ensure that the moderation process will be accurate and reliable an external consultant may be engaged
to chair and conduct the meeting(s). Validation will be undertaken by industry participation to ensure
currency to industry requirements is maintained and we will endeavour to have external validation by
another RTO.
Prior to the commencement of the meeting(s) all participants will be supplied with copies of the assessment
tools to be moderated/validated, copies of the related units of competency and a copy of the assessment
moderation or validation form. This form will be filled out by all participants and later used to assist in the
outcome report of the moderation/validation meeting(s).
The moderation process will include a sufficient number of assessors who have participated in the
assessment of the particular qualification to enable informed judgments to be made.
Other assessors who have not been involved in the delivery of training and assessment within this
qualification may also attend this meeting to provide an ‘outside’ view of the assessment process.
To this end TAC has a process where assessment material is moderated internally and then validated
externally by industry representatives and also by another Registered Training Organisation using a standard
validation checklist to provide further consistency of information from these external sources.
The validation process shall determine whether or not the assessment procedures and materials currently in
use are valid, reliable, fair and flexible in their application and whether they are considered to be suitable in
light of the principles of assessment and the rules of evidence including reasonable adjustment
requirements.
All opportunities for improvement that are identified from within the validation process will be documented.
In a situation where it is further considered that an assessment activity may pose a potential risk against the
requirements for assessment (NVR Standard 15.5), then this will be noted and the documentation will be
updated accordingly.
The Head of Faculty will notify all trainers/assessors of any changes to assessment practices or materials
arising from the moderation/validation process. This will allow for feedback from the relevant staff members
that may require further improvements to be made to the practices or materials.
Thus a continuous improvement process is initiated and completed regarding the assessment process and all
related documentation with internal moderation and external validation undertaken. Outcomes requiring
improvement are recorded in the continuous improvement registers and a moderation/validation register is
completed to record the events.
2. Procedure
The internal moderation/validation meetings takes place at least yearly and includes trainers/assessors, the
Faculty Head, and may include an external personnel and any other individual invited by TAC to participate
including industry stakeholders.
The outcome of each moderation/validation undertaken is recorded and any further recommendations are
raised in the report for action; recorded as continuous improvement.
The moderation/validation of assessment plans/tools/evidence includes the following steps:
 Assessment moderation/validation is scheduled to occur at least yearly.
 The Faculty Head liaises with assessors to decide what assessments and qualification RPL process will
be put forward for moderation/validation.
 All relevant materials for moderation/validation are prepared and sent to all attending.
 Conduct moderation/validation on selected assessment tools using the Assessment Checklist.
 Record all improvement recommendations.
 All completed moderation/validation forms to be filed appropriately.
 Faculty Assessment Validation Register is completed.
Selecting tools/evidence to be moderated or validated includes the following steps:
 Identify the qualification/unit to be moderated or validated.
 Identify assessment/assessment tools used for the qualification/unit.
 Locate samples of completed assessments if available.
 Make copies of the selected assessment tools/evidence/units of competence/checklists for all
participants.
 Moderation/validation checklists are completed and recommendations made.
The same process is followed for the internal moderation by TAC assessors and the external validation by
vocational industry representatives and external Registered Training Organisations.
This policy relates to NVR Standard(s): 15.5
Assessment
The purpose of this policy is for TAC to determine whether a student who is participating in a TAC course has
acquired the required competencies of the course and by establishing whether or not they have achieved the
standards of performance required.
1. Assessment Policy
At TAC we recognise that assessment is a core service offered to our students and is at the centre of our
operation as a Registered Training Organisation. Quality assessment ensures that the skills and knowledge of
candidates are assessed using four principal determinants:
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That assessment decisions are based on the assessment of skills and knowledge required by units of
competence drawn from industry Training Packages or State accredited courses.
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That the target industry or enterprise requirements are contextualised and integrated within the
assessment if required.
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That evidence is gathered that meets the rules of evidence.
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That assessment is conducted in accordance with the principles of assessment.
Principles of Assessment
In the delivery of assessment services, TAC applies the Principles of Assessment. Assessment strategies have
been designed to ensure:
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Validity. We conduct assessment against the broad range of skills and knowledge identified within each
unit of competence and which is integrated with their practical application.
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Reliability. We seek to gather and interpret evidence in a consistent manner that provides for reliable
assessment both for the candidate and for assessors. We achieve this by using assessors who have the
required competencies in assessment and the relevant vocational competencies. Our assessment
resources also provide for standardised outcomes supported by model answers to guide assessors in
their judgements.
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Flexibility. We strive to provide assessment opportunities that reflect a candidate’s needs. Our chosen
assessment strategies provide for recognition of a candidate’s current competence, employ a range of
methods appropriate to the context of the industry, the competency and the candidate.
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Fairness. Our assessment approach encourages fairness in assessment through consideration of the
candidate’s needs and characteristics and through making reasonable adjustments when it is required.
Assessors achieve this through clear communication with a candidate to ensure that the candidate is fully
informed about, understands and is able to participate in, the assessment process, and agrees that the
process is appropriate.
TAC uses units of competence drawn from nationally endorsed industry Training Packages as our primary
benchmark for assessment. Supporting this are industry standards or codes of practice. These and other
industry specific publications inform the context and standard of performance during assessment.
In order to identify the precise assessment criteria, we apply a methodology of unpacking a unit of
competence in order to assess the full scope of the unit including elements of competence and performance
criteria, incorporating range statement information and the specific requirements of the evidence guide. This
process ensures that our assessment strategies accurately reflect the requirements of the relevant training
package.
2. Engagement with industry
TAC is well placed to leverage off current industry associations to incorporate industry requirements into the
assessment process. Consultation with enterprises or industry will provide information about assessment
requirements relevant to workplaces. Regulatory requirements that relate to specific units of competence
will be incorporated to ensure our students are well prepared for their workplace duties. We will engage
with industry in the ongoing validation of our assessment tools and process.
3. Collecting evidence that counts – the rules of evidence
In collecting evidence, TAC applies the rules of evidence to inform the assessment strategy.
Assessment strategies have been designed to ensure:
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Sufficiency. We prioritise the collection of enough appropriate evidence to ensure that all aspects of
competency have been satisfied and that competency can be demonstrated repeatedly.
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Validity. We collect evidence that is specified in the benchmarks for assessment. TAC places significant
emphasis on direct evidence that is gathered in our onsite simulated workplace through observation and
compilation of a portfolio of work outcomes.
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Authenticity. We seek evidence that is authentic. To support this, assessors must be assured that the
evidence presented for assessment is the candidate’s own work. Where documentary evidence is relied
on it must be certified. In all instances, where work is submitted external to The Australasian College
(i.e.; electronically, distance assignments, online) this is to include a signed statement by the candidate
that they certify the work as their own.
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Currency. We must be satisfied that the candidate currently holds the skills and knowledge relating to a
particular assessment. This will mostly relate to recognition applications where a candidate has been in
the workplace for many years and is seeking recognition of skills and knowledge obtained through
workplace experience or previous training. We will apply assessment strategies which satisfy currency
through the gathering of direct evidence in the workplace.
4. Assessment context
TAC recognises the importance of establishing the right context for candidates during their assessment.
Assessment context refers to the physical and non-physical environment in which skills and knowledge are
assessed. The non-physical environment refers to things such as workplace policy and procedure, workplace
tempo and culture. Many units of competence may be applied in any workplace such as skills and knowledge
relating to workplace safety or leadership.
It is our responsibility to ensure that candidates are provided with the right context to undertake their
assessment activities. To achieve this, we will apply the following strategies:
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Information provided to candidates regarding the expectations of assessors in the evidence required.
Conduct of the assessment performing real workplace tasks.
Integration of relevant industry codes of practice and other industry information into the assessment
activity.
Incorporation of industry job requirements for candidates to align with during realistic simulated
workplace scenarios and case studies.
Ensuring the candidate understands the requirements and feels ready for assessment.
Creating assessment activities which require the candidates to conduct specific research relating to
industry situations and occurrences.
Provide a realistic simulated workplace within TAC facilities for assessment to occur.
5. Recognition of prior learning
TAC will provide all students the opportunity to seek recognition of their prior learning. Recognition is viewed
simply as another method of assessment and therefore is conducted in accordance with this policy. Further
information on RPL can be found in our dedicated RPL policy.
6. Credit transfer
TAC will recognise and award credit for candidates presenting with current competence. Where a candidate
is seeking credit for a unit of competence that is on our scope of registration and the candidate can provide
satisfactory evidence that the unit has been previously awarded to the candidate by another RTO, credit will
be awarded. Further information on Credit Transfer can be found in our dedicated Credit Transfer Policy.
7. Competence of assessors
The National Skills Standards Council has determined the minimum qualification for trainers and assessors
and that trainers and assessors have relevant vocational competencies at least to the level being assessed*.
TAC has appropriate systems in place to ensure that all staff members are appropriately qualified to meet
our requirement under the Standards for NVR Registered Training Organisations.
Where an assessor does not hold the required training and assessment competence, but is a recognised
industry expert, we will put appropriate supervision arrangements in place to support the gathering of valid
evidence.
http://www.nssc.natese.gov.au/__data/assets/pdf_file/0006/62277/NSSC_Communique_3__December_2011.pdf
8. Assessment Documentation Procedure
In 2013, a college wide procedure was instituted to have a continuous and integrated assessment system
which includes templates for documentation and information flow.
1. A Pre-assessment Consent Form allows the candidate to indicate that they have received all
information regarding the assessment prior to the assessment and allows the candidate to provide
their consent for the assessment to take place. The form also has a plagiarism statement that the
candidate signs to provide evidence that it is their own work.
2. Individual assessment tasks as part of the unit are recorded as Satisfactory or Not Satisfactory.
3. The Unit Assessment Summary form is used to record all assessment results of a candidate for a
particular unit.
This form has an action plan section for assessors to document action required for the candidate to
overcome any Not Satisfactory recordings. In a situation of an assessment being marked as Not Satisfactory
the candidate will be provided with an opportunity to redo the assessment at a mutually arranged time.
All assessments must be satisfactory before a competent decision can be made.
4. The Assessment Outcome Form is where the final decision of competency is recorded for the unit
with assessor comments with the candidate signing as accepting the decision or not accepting the
decision and wishing to appeal that decision.
5. The Assessment Feedback Form is provided to the candidate post assessment process to gain
information from their perspective to base ongoing improvement to our assessment processes.
If any participant in a program is dissatisfied with the results of their assessment they have the right to
appeal the results and are provided the assessment appeal form and the process follows that documented in
the Grievance Policy and Procedure.
TAC allows two final ‘re-sit’s’ assessments for each unit to measure the unit of competency.
We highly recommend re-doing the entire unit as two ‘Not Yet Competent’ results indicate that the
candidate would not benefit from further reassessment at this time. We will give the candidate a price for
the re-enrolment of the unit.
Assessment dates are advised in advance of these dates. In the case of absenteeism on the advised date of
an assessment or a reassessment the candidate will be deemed “NOT YET SATISFACTORY”.
In exceptional circumstances and provided sufficient evidence is given to support the absence, TAC may
consider the rescheduling of the assessment.
All assessments are based on units of competency developed by industry which may be assessed or grouped
as a unit of study. Candidate abilities are assessed against these units on a ‘can do’ basis. When a candidate
can demonstrate competency or show that they can demonstrate their understanding or ability, they can be
assessed as competent.
TAC will undertake an annual review of its assessment systems and procedures and the outcomes of
assessment (including Recognition of Prior Learning process) to ensure that they are appropriate and current
and in line with the requirements of the relevant industry groups. This review process is essential in
maintaining the integrity of TAC assessment system.
Assessment validation is undertaken yearly as a systematic approach of continuous improvement to
encompass a complete validation annually of all assessments aligned with the Assessment Validation Policy
and Procedure.
Aligned with ASQA General Direction of 20 February 2013, we keep all assessment material and
documentation for a period of six (6) months from the date of the final assessment decision was made.
9. Assessment appeals
If a student is not satisfied with the outcome of an assessment they may appeal the decision within 5 days
of receiving the assessment outcome by completing the Appeals Form, and speaking to the assessor or
Head of Faculty to request a review of the evidence. The assessor may require the student to provide
further evidence.
Students appealing an assessment outcome are welcome to bring a third party to any interview or
discussion relating to the appeal. If the student is under 18 years old, a parent or guardian is requested to
attend the interview/discussion.
Where an appeal is granted, a new assessment outcome is issued and validated by the Head of Faculty.
Where an agreement cannot be reached, the CEO may appoint an independent external assessor to
review the evidence. The student may be required to contribute towards the costs of the external
assessor.
Attendance
1. Purpose
The purpose of this policy is to monitor student attendance to ensure compliance with academic
progression. The intent is to provide all students with the best opportunity to achieve the learning
outcomes of their chosen course.
Trainers record the attendance of students for each session (Morning and Afternoon or Evening) to
support their academic progression.
The student is advised of their falling attendance rate and issued a courtesy notification which is recorded
in the Student Management System (EduPoint). The notification indicates the importance of attendance
in assisting the student to maintain or achieve satisfactory course progress.
2. Staff Responsibilities
Staff at TAC is responsible for supporting the regular attendance of students by:
 Providing clear information to students and Parents and /or Guardians regarding attendance
requirements and the consequences of unsatisfactory attendance
 Providing a caring teaching and learning environment
 Maintaining accurate records of student attendance
 Recognising student attendance that is at risk
 Implementing interventions to address attendance issues when they arise
 Advising Parents and/or Guardian promptly of unexplained absences for underage students.
3. Student Responsibilities
Students are advised at orientation of their responsibility regarding attendance. Students are advised
that the body of work in each discipline is such that an attendance rate of 80% is deemed the minimum
to be able to achieve competence. Students are advised that failure to attend may affect the student’s
right to be assessed.
Students are advised the process of advising the college if not attending.
If a student has a valid reason for missing class (e.g., sickness, bereavement) they are to contact TAC by
telephone or by email as early as possible and definitely before the starting time of their class.
Students must contact TAC by telephone when they are ill and cannot attend and provide a medical
certificate for absences of two days or more, on return to college.
If the student believes that special, compassionate or compelling circumstances apply to explain their
inability to attend any session, the student may seek dispensation from attendance requirements prior to
the absence.
4. Students receiving Department of Human Services (Centrelink) payments
TAC is required to report on the attendance and progression of any student in receipt of payments to
support people who are studying and receive Income Support payments like Abstudy, Austudy and Youth
Allowance.
If a student is in receipt of such payments, they must be making satisfactory progress with their studies to
satisfy the Activity Test for their payment.
A student will generally be making satisfactory progress if the time they have spent studying at their current
course is not greater than the allowable time for that course. Allowable time is based on the minimum time
it would normally take to complete a course by full-time study, expressed as the course duration.
If attendance has not been maintained, the Department will require repayment of funds paid for the
period of non-attendance and it may affect future applications for payments.
It is the student’s responsibility to maintain their attendance and advise Department of Human Services
if their situation changes.
5. Underage students:
 Parent/Guardian - It is the duty of the parent/guardian of a underage student enrolled at TAC to
ensure attendance
 Parent/Guardian is required to notify or explain the absences of their children/ward from TAC on
the day of absence.
6. Procedure
 Attendance is recorded and monitored for each session as one factor that may contribute to a
student’s satisfactory course progress or a student being deemed academically at risk.
 Trainers indicate on the roll the students who are present at the beginning of a session and
students that are 15 minutes late to a session are marked absent for that session, unless a
reasonable and viable reason is provided.
 For any student under the age of 18 not present, the faculty administrator contacts the
parent/guardian to notify them of the student’s absence. This is logged on the Parent/Guardian
Register on the intranet and recorded in Edupoint, the Student Records Management System
daily.
 The trainers return the roll to the Faculty Head each day.
 Attendance records are maintained in the Student Management System daily.
7. Students at Risk
Students identified as being at risk of not having an attendance level to maintain course progress shall be
sent warning correspondence with an opportunity to meet with The Head of Faculty.
Students will be required to meet with the Head of Faculty to explain their reasons for not attending
classes when they are:
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absent for more than five consecutive days
at risk of not maintaining attendance level expected to complete the unit or course
If attendance does not improve or the student does not make an appointment with the Head of Faculty, a
second letter is sent explaining that the lack of attendance has put their continued studies at risk.
If the student is under 18 years of age, then letters will be sent to the parent/guardian requesting a
meeting with the Heads of Faculty.
All meetings will be documented on a student interview form and noted in the Student Management
System on the date of interview.
All documentation is maintained in the student file.
Letters used as per the policy and procedure
 1st Courtesy Attendance Letter
 2nd Attendance Letter
 Guardian Letter re attendance
This policy relates to NVR Standard(s): 16.1; 16.5; 16.6; 17.1
Change of Contact Details
Purpose and scope
The purpose of this policy is to acknowledge that MHM Australasia Pty Ltd trading as The Australasian
College Broadway (TAC) (National provider code: 6980) requires students to notify TAC of any change of
personal details.
Students will be reminded of this provision in the student handbook and students are to notify TAC of any
change in their contact details that differs from that on the enrolment application and contained in the
student file.
This is achieved by completing a ‘Student Change of Personal Details’ form available from the intranet and
sourced by a staff member or available in the forms rack next to the main reception area.
Students must notify TAC in writing (via above mentioned form) as soon as practicable and within 7 days.
Students can give this form to their Head of Faculty who will forward the form to Student Information
Management Group Manager so all appropriate files can be updated.
Providing TAC with current contact details is important as this is the address that all information will be sent
to.
Students are also to be reminded that they must keep current their details with the Australian Tax Office and
Centrelink as required.
Client Feedback
TAC has defined its stakeholders as not limited to students both current and potential; yet also members of
staff, employer groups, enterprises, various government agencies and bodies, professional bodies and
associations, other learning Colleges, industry training advisory bodies and Industry Skills Councils.
TAC conducts various types of feedback gathering activities. The feedback activity is directly linked to
continuous improvement activities and is a direct result of the capturing of data and feedback from all
identified stakeholders during the course of normal operations.
The feedback gathering process includes but is not limited to:
 Regular informal monitoring and communications (emails etc.)
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Gaining feedback from all identified stakeholders at semi-regular intervals
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Random feedback gathered from time to time from the various stakeholders
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Feedback from moderation, validation and professional development activities
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Student feedback received through the enrolment process
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Student feedback received through the course delivery
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Student feedback received from assessment
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Information from the grievance and appeals process
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Quality Indicators learner and employer questionnaire feedback.
Feedback is collated and tabled at regular meetings. All areas identified as potential risks will be added to the
risk assessment matrix and a mitigation strategy will be created as per the requirements of the risk
assessment policy.
Outcomes of action resulting from any feedback are documented on the continuous improvement registers.
Quality Indicators
The Quality Indicators are in three parts:
 Learner Questionnaire
 Employer Questionnaire
 Competency Completion Rates
RTOs are to collect data from all students and employers throughout each calendar year and report
outcomes to the National Regulator (ASQA) by June 30th the following year.
The Competency Completion Rates each year are downloaded from the Student Management System
(EduPoint) and also reported electronically to the regulator by June 30th the following year.
TAC has iPads with the Learner Questionnaire loaded so that students can complete the questionnaire
quickly and in a user friendly mode. These same iPads also have the Employer Questionnaire indicator which
TAC will use when visiting employers.
These iPads are held in the Information Management Group area and ‘loaned’ to the faculty as required.
Heads of Faculty will request, via email to the TAC IT Help Desk <TAC.ITHelpDesk@tac.edu.au>, such iPads at
least one week in advance for the day and time required for each class in the last month of the course
duration. In this way we may capture all student feedback with the Quality Indicators.
A faculty staff member will collect the iPads from the Information Management Group on the requested date
and return to the same area at completion of use. This will require the completion of the Quality Indicator
iPad Requisition Form (example below) in signing out and in of the iPads.
TAC staff member will be with the iPads at all times and students complete the questionnaire in a class
environment.
For reporting purposes, faculty are to have all students in a class cohort to complete the Learner
Questionnaire as a group before moving to another cohort if on the same day. This is so, via time stamping of
completion, we can gather responses for each cohort.
Below is the template example (which is landscaped) of the Quality Indicator iPad Requisition Form for the
signing out and return of iPads each time they leave the Information Management Group secure storage.
Date
Time
iPads
Faculty
CEO authorised RTO wide
action reflected in
procedural change and
documentation updated as
appropriate.
Feedback provided to staff
and student as a result of
continuous improvement
Printed name
Signature
iPads
Date
Time
Printed name
Signature
Student feedback obtained
formally and informally
Reviewed at faculty level
and action taken as
appropriate and recorded
in continuous improvement
register
Outstanding or ongoing
action items presented at
Faculty Head monthly
meetings.
If required action taken to
CEO for implementation
This policy relates to NVR Standard(s): 15.1; 16.1; 16.2; 16.5; 17.1; 17.2
Code of Practice
Purpose
MHM Australasia Pty Ltd trading as the Australasian College-Broadway (TAC) will act in accordance with the
highest level of industry standards to provide vocational education and training.
TAC Code of Practice outlines our commitment to our clients – to do this we will:
 Advertise and market its training services with integrity, accuracy and professionalism.
 Recruit participants in a responsible and ethical manner on the basis of access and equity.
 Provide accurate, relevant and up-to-date information to prospective students.
 Provide qualified and experienced trainers and assessors who:
o Undertake their duties with honesty, objectivity, integrity and diligence.
o Maintain competency and currency with NSSC qualification requirements.
o Maintain vocational and VET knowledge currency via professional development.
o Act professionally and give the highest standards of service to students.
o Conduct fair, flexible, valid and reliable competency based assessments.
o Apply the principles of reasonable adjustment where appropriate.
 Provide up-to-date facilities and equipment in a safe and healthy environment.
 Deliver, monitor and review training and assessment services to ensure that the interests and welfare of
all stakeholders are maintained.
 Document, trains staff in, and implement appropriate changes as required.
 Provide a grievance and appeals procedure and opportunities for reassessment.
 Recognise the rights and dignity of all, observing at all times the tenets of Anti-Discrimination and Equal
Opportunity Laws. TAC prohibits discrimination and bullying in any form and it will not be tolerated.
 Treat students fairly with professional concern for their interests and refer students to external advice if
necessary.
 Notify all staff and students 3 weeks in advance if TAC decides to relocate.
 Act in a way that promotes co-operation and good relations among the people the organisation works
with.
 Recognise and advises all concerned of any possible conflict of interest in dealings with and behalf of
TAC.
 Maintain accurate, confidential and secure training and financial records.
 Encourage feedback and evaluation from stakeholders.
 Observe total discretion and confidentiality in all dealings.
 Provide timely and accurate information to government agencies and funding bodies.
 Refer students to external expert advice for personal support when required.
 Provide academic support to students or referral to external agencies for additional learning support.
 Recognise current qualifications/SoA issued by Registered Training Organisations (RTO) within the
Australian Qualifications Framework (AQF).
 Comply with all Commonwealth and state regulatory and legislative requirements.
This policy relates to NVR Standard(s): 15-25
Continuous Improvement
1. Scope
TAC is committed to the process of constantly improving the way in which its operations occur and its
continuous compliance with the Standards for NVR Registered Training Organisations 2012.
Process
Through this process TAC will achieve further quality customer service and stay attuned to the current and
future demands of the vocational education sector.
TAC will progressively and actively seek out and eliminate all potential problems and act upon all
opportunities in a way that results in the continual improvement of its training and assessment system and
customer service standards along with improvement in our operational departments.
TAC’s approach to quality encompasses all its operations including (yet not limited to) training and
assessment services, student services, financial operations, internal and external information, facilities,
resources, both human and physical, staff development and workplace health and safety.
TAC’s quality system is based on adherence to the following guiding principles:
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A commitment by all staff to continuous improvement of operational processes, training and
assessment products and services
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Input and involvement of all staff and students in identifying and assisting in the implementing of
quality improvements
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Systematic use of qualitative and quantitative feedback as the basis for identifying and prioritising
improvement opportunities.
To achieve the process of continuous improvement TAC acknowledges that opportunities for continuous
improvement can be identified from varied sources including:
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Formal and ad hoc feedback from students, staff and stakeholders
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Grievances and appeals from students and staff
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Benchmarking self-assessment audits against the regulatory requirements
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Undertaking internal and external Assessment Validation sessions
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Attending internal and external professional development workshops
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Staff performance and professional development
Quality and Compliance maintains a Compliance Management Schedule over the year with compliance to
individual SNR Standards being reviewed each month.
2. Sources of Continuous Improvement Opportunities
Feedback and evaluations:
Students and staff are encouraged to provide feedback about the quality of TAC programs, facilities and
resources.
Students are encouraged to provide both verbal and written feedback throughout their training through
Evaluation Forms and via ad hoc feedback to their trainer/assessor, faculty head or any staff member.
Students are asked to complete the quality indicator ‘Learner Questionnaire’ in the last month of their
course.
Trainers and assessors are encouraged to provide feedback during faculty meetings, at TAC professional
development day’s and at any other time.
Operational staff are encouraged to provide feedback to management during regular staff meetings and on
an ad hoc basis.
Series of meetings at departmental/faculty level bring continuous improvement opportunities to the
departmental manager or faculty head who can initiate the improvement process or if extending beyond the
departmental/faculty core function, brings the improvement request to the Senior Managers Team Meeting
for general consensus and action by the CEO. Between scheduled meetings the CEO is available to all staff to
receive written continuous improvement requests for consideration.
The Continuous Improvement Committee consisting of the CEO, Head of Quality and Compliance, General
Manager and one other person as required who will meet quarterly (March June, October, December) for
strategic development of ongoing and future continuous improvement opportunities.
A Continuous Improvement Log is maintained on the intranet, used by each faculty and department to show
what and how continuous improvement has been identified and dealt with.
Additionally there is an Improvement Request form that may be used. In this case the request and action
taken is recorded on the Continuous Improvement Log by the Head of Quality and Compliance.
If TAC receives a complaint it is dealt with under the Grievance Policy and Procedure and is fully documented
and if found substantiated, the resulting action taken will form part of our continuous improvement.
The Internal Audit process provides further opportunity to identify and remedy any improvement required.
Each department also has an Operational Risk Matrix which documents identifies risks, the risk rating and
consequence and preventative measures, providing additional input to our continuous improvement.
TAC provides frequent professional development opportunities for all trainers and assessors in house and
encourages attendance at external industry developmental opportunities.
External assessment validation and moderation is undertaken yearly to strengthen our assessment process
for continuous improvement.
As noted, Department/Faculty Heads will collect and analyse all feedback for consideration as part of the
ongoing quality improvement process and report to the Chief Executive Officer. Where possibilities for
improvement are identified it will be raised and actioned via the appropriate documentation.
In 2014, a new process will begin where monthly, each staff member will provide at least one continuous
improvement request using the Improvement Request form. These will be provided to the department
manager/faculty
head
for
initial
collection
and
then
provided
to
the
Quality and Compliance Manager for review.
Meeting held with the General Manager and CEO each month for action on each continuous improvement
request.
Credit Transfer
1. Policy scope
The purpose of this policy is to acknowledge that, in accordance with legislation MHM Australasia Pty Ltd
trading as the Australasian College Broadway (TAC ) (national provider code: 6980) must recognise AQF and
VET qualifications and VET Statements of Attainment issued by any other Registered Training Organisation.
This policy applies to students who seek exemption from enrolment in a particular part of a vocational course
as a result of recognition of a vocational unit/s of competency held.
The qualification or statement of attainment must be current as per the training package requirements.
2. Definition
Credit transfer is the recognition of learning achieved through formal education and training. Under the VET
Quality Framework, qualifications and statements of attainment issued by any RTO are to be accepted and
recognised by all other RTOs. Credit transfer allows a candidate to be credited a unit of competency based on
successful completion of the same unit which has been previously awarded. Thus the student does not need
to repeat the particular unit of competency in their ongoing study.
Credit Transfer is not (and is a separate process to) Recognition of Prior Learning (RPL).
3. Units must be the same or deemed equivalent
If credit transfer is being sought for a unit of competence which has a different title or code, then it is
necessary to establish the equivalence between the unit held and the unit being sought. This is achieved by
either confirming unit equivalence with the National Register of Qualifications (www.training.gov.au) or by
comparing mapping documents contained within the training package itself.
As a general guide, if there is no such equivalence available then TAC is not obliged to recognise the unit
through credit transfer. In these circumstances, the applicant should be referred for recognition in accordance
with our RPL Policy and Procedures.
4. Guidelines
The following guidelines are to be followed when an application for credit transfer is received:
 Any candidate is entitled to apply for credit transfer in a course or qualification in which they are
applying for or are currently enrolled.
 Candidates may not apply for credit transfer for units of competence or qualification which are not
included in TAC scope of registration.
 Whilst candidates may apply for credit transfer at any time, they are encouraged to apply before
commencing a training program. This will reduce unnecessary training and guide the candidate down a
more efficient path to competence.
 The candidate does not incur any fees for credit transfer and TAC does not receive any funding when
credit transfer is granted.
 Credit transfer may only be awarded for whole units of competence. Where a mapping guide
identifies a partial credit, this will not be considered for credit transfer and the applicant will be advised
to seek recognition where the original award can contribute to a portfolio of evidence.
 Credit transfer will only be issued when the candidate’s enrolment includes at least one other unit
of competence for which the candidate is participating in training or is seeking recognition.
 Candidate may not enrol only for credit transfer.
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5. Procedure
Application for course credit is noted by ticking the RPL/credit transfer box when completing TAC’s
application form.
The relevant Head of Faculty will assess the application for course credit.
A Credit Transfer Application Form needs to be sourced from the intranet and completed.
Either the original or a certified copy of a VET qualification or Statement of Attainment must be
submitted with TAC’s application form.
Such documents may be verified by TAC from the issuing RTO.
The student will be notified and if successful will be advised on course adjustment if required.
If unsuccessful, the student may appeal the decision via the TAC appeals procedure.
Head of Faculty ensures the Credit Transfer Application Form is provided to Student Information
Management Group for filing into the student file.
Following is a copy of the Credit Transfer Application Form to be completed
by the candidate and the Head of Faculty
Full Name:
Best Contact Number:
Applicant information
The following guidelines apply to applications for credit transfer at The Australasian College Broadway.
 Credit transfer is the recognition of learning achieved through formal education and training.
 Qualifications and statements of attainment issued by any RTO are to be accepted (when verified)
and recognised by all other RTOs.
 Any candidate is entitled to apply for credit transfer in a course or qualification in which they are
applying for or currently enrolled in.
 Candidates may not apply for credit transfer for units of competence or qualification which are not
included in TAC scope of registration.
 Whilst candidates may apply for credit transfer at any time, they are encouraged to apply before
commencing a training program.
 The candidate does not incur any fees for credit transfer and TAC does not receive any funding when
credit transfer is granted.
 Credit transfer may only be awarded for whole units of competence.
 Credit transfer will only be issued when the candidate’s enrolment includes at least one other unit of
competence for which the candidate is participating in training or is seeking recognition.
 Candidate may not enrol only for credit transfer.
To apply for credit transfer, the candidate must complete and submit the following documentation to
TAC:
 Credit Transfer Application Form (this form)
 Certified copy of the qualification or Statement of Attainment
 Enrolment Form
Course title of current or intended
enrolment:
Name of provided unit(s) of
competency:
Approval of Credit transfer outcome: Approved  Not approved 
Head of Faculty name:
Date:
Signature:
Critical Incident
1. Scope
This policy aims to assist in the planning and implementation of an inclusive response to manage any critical
incident effectively and to restore a sense of safety and security to TAC community. This policy is designed to
ensure that MHM Australasia Pty Limited:
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Meets its duty of care obligations in providing the highest possible standard of health and safety
for staff, students and other persons working at or visiting premises of TAC.
Is able to respond efficiently in the event of a significant or critical incident.
Is compliant with the relevant legislation and standards.
This policy applies to all TAC staff, students, visitors and suppliers who have been exposed to a critical
incident – either on-campus or off-campus including staff on business related travel interstate and
overseas.
Where TAC staff witness an event that may be considered a critical incident, the policy and procedures
should be followed.
Where staff is aware of an event which may either indicate or escalate to a critical incident, the policy
and procedures should be followed.
2. Definitions
A critical incident may be a traumatic event, or the threat of such (within or outside Australia), which causes
extreme stress, fear or injury, and which may be regarded as outside the normal range of experience of the
people affected. A Critical Incident may or may not require an emergency response.
Examples of a critical incident may include (but not limited to):
 Any fatality, near fatality or incident likely to affect seriously a number of staff and/or students.
 Serious traffic accidents e.g. an accident during a student field trip.
 Murder or suicide involving students/staff and their family members.
 Development of a pandemic.
 Fire, explosion or bomb threat.
 Chemical, radiation or bio-hazard spillage.
 Hold-up or attempted robbery.
 Threats of violence to staff/students.
 Acts of terrorism.
 Major vandalism.
 Sexual assault.
 Severe Workplace Health & Safety risk.
 A natural or other major disaster in the community.
 Major failure in internal processes e.g. discovery of significant fraudulent activity.
 Interruption to utilities (e.g. electricity, water) for an extended period.
 Disruption to IT technology that impacts on the ability of TAC to deliver its services for an extended
period to students or staff thus impacting on work completion.
 Extremely damaging media attention.
 Enforced College closure.
The Designated Officer is any MHM Australasia Pty Limited staff member who is either a witness to, or first
to be informed about an actual or potential critical incident. The Designated Officer is to assume
responsibility for alerting the most senior MHM Australasia Pty Limited staff member available as soon as
possible. The Designated Officer may need to assume temporary control of a critical incident site and assign
duties to available persons (such as calling emergency services, alerting other staff, assisting with first aid,
crowd control etc.)
For any incident occurring onsite at TAC premises, the TAC emergency Management Plan will be invoked as
part of TAC Workplace Health & Safety commitment and under the direction of the Emergency Planning
Committee. The procedures to be enacted in such an event will take precedence over the procedures within
this Critical Incident policy and procedure.
Refer to:
 Emergency Management Plan
 Emergency Procedures manual
 Incident Reporting Procedure
3. Policy
1. TAC will be proactive in identifying and managing incidents which have the ability to seriously impact on
the safety of staff, students and other persons working at or visiting premises of MHM Australasia Pty
Limited.
2. The registered provider will record all critical incidents via an incident pro forma.
3. The registered provider will provide training to all staff to create awareness and improve the provider’s
management and response to a critical incident.
4. An WH&S Representative and/or Critical Incident Contact (CIC) Person is accessible to all staff in the event
of a critical incident and will lead the response to a critical incident.
5. Following a significant or critical incident, clear procedures will ensure management of the immediate
situation and the events that follow.
6. After recovery process has been completed, a report is to be compiled by the WH&S Representative
and/or Critical Incident Team (if applicable) to evaluate the TAC’s response and provide feedback on any
potential changes to policies and procedures deemed required.
4. Immediate Response (within 24 hours)
1. The Designated Officer is to assess the situation, consider any apparent risks to their own safety and
instigate an appropriate response that matches the gravity of the situation.
2. Where the Designated Officer considers a critical incident to be apparent or likely, the Officer must alert
the WH&S Representative and/or CIC Person.
3. Provided there is no threat to personal safety in doing so, the Designated Officer is to take steps to
minimise further damage or injury. This may involve organising willing bystanders to provide support.
1. Secondary Response
1. The CEO, the WH&S Representative and/or the CIC Person, is to assume responsibility for re-assessing the
incident and forming a Critical Incident Team if deemed necessary.
2. As soon as practicable, the Designated Officer in liaison with any other involved staff (e.g. CEO or CIC
Person) is to prepare a Critical Incident Initial Report outlining details regarding the type of incident, the
exact location and details of any person or persons who might be injured, in distress or at risk. Where
persons affected include students of TAC, a copy of the Report should also be placed in the student’s
personal file.
6. Ongoing (Follow-up Response)
1. The CEO, WH&S Representative, CIC Person, and/or Critical Incident Team, will review the situation, set
priorities, allocate tasks/responsibilities and coordinate communications (to staff, students, families of those
involved, helpers, and the media as appropriate).
2. The WH&S Representative and/or Critical Incident Team are to organise ongoing Response/Follow up
including staff briefing, counselling, review and reporting.
3. The WH&S Representative and/or Critical Incident Team are to organise a debriefing to evaluate response
procedures and make recommendations for handling future critical incidents.
4. Any proposed changes to TAC’s policies and procedures are to be put forward at the Senior Management
Team (SMT) Meeting. The outcome of the discussions is to be recorded in the minutes. Changes may be
made without the SMT involvement if the CEO believes changes are required prior to the SMT Meeting.
Religious Issues
Contact will be made with an appropriate religious group on request from the next-of-kin, and the WH&S
Representative and/or Critical Incident Team will notify staff and students as appropriate.
Where the family has no wish for religious services, but there are those who may be indirectly affected,
appropriate services will be contacted.
Media Liaison
All staff should be advised of the name and contact details of the designated Media Liaison (CEO takes this
role) and all media inquiries are directed to the CEO – no staff member is too communicate with the media
without CEO approval.
A press release may be required.
Counselling
Counselling of staff and students will be a priority for incidents where trauma may be experienced.
Arrange for a suitably qualified counselling service to address staff and invite staff to attend a further
individual counselling session with them if required at TAC’s expense.
Special leave will be considered where necessary.
Legal Issues
After the emergency response, the leader of the Critical Incident Team is to assess whether legal assistance
might be required and refer accordingly.
Insurance
Where damage to building or grounds has occurred or where MHM Australasia Pty Limited may be liable for
personal or property damage, the relevant insurance bodies should be informed as soon as possible.
Student Records
Student Records should be adjusted to reflect changes to a student’s status where applicable.
Critical Incident Contact (CIC) Persons
Name
Title/Role
Phone
Maureen Houssein-Mustafa
Janis Gordon
CEO
General Manager
0410 578 888
0450 188 158
This policy relates to NVR Standard(s): 16;17
Financial Management
1. Scope
A Certified Practicing Accountant (CPA) certifies the accounts of TAC annually. The CEO is responsible for the
effective management of TAC finances.
TAC is a member of the Australian Council for Private Education and Training (ACPET).
The accounts person uses financial management software and reports monthly on TAC financial position.
Where necessary, meetings are held to review the financial position of TAC and any changes to financial
management are documented.
2. Protection of Fees Paid in Advance
The advance payment of fees are deposited and protected by a separate organisation's bank Trust account.
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Client fees are not drawn upon until the student has commenced their study.
All fees collected will be paid into the designated account within 5 business days of receipt of the
payment.
TAC operates under the NVR Standard 22.3 (e) by ensuring all fees paid in advance are protected by
the Australian Student Tuition Assurance Scheme (ASTAS).
TAC has membership with the Australian Student Tuition Assurance Scheme (ASTAS) which is approved by
the National VET Regulator. This ASTAS protects students in the event that the College cannot deliver a
course and this scheme allows the student to transfer to another RTO which delivers the same course;
thereby protecting their investment in education.
3. Receipt of Student Fees
On payment TAC will:
 Issue receipts upon receiving the fees/payment
 Check the tax invoice attached to fees/payment if paid by representative/agents
 Enter data to client records
Copies of receipts will record the following information:
 The payment amount
 Brief description of purpose of receipt
 Name of person/organisation paying
 Receipt date
 Signature of person receipting the funds
Monies and receipt number is recorded on the client’s enrolment. The original copy of the receipt is
distributed to the client and a copy is retained in electronic format and also in hard copy in the students file.
At the time of enrolment students are required to pay the following fees: Enrolment fee, other fees (if
applicable) and the tuition fee.
Should fees remain overdue for more than 14 days, TAC will send a letter requesting payment of fees
immediately.
Whilst student fees are outstanding students may not be permitted to attend their scheduled class until such
time as the outstanding fees have been paid.
The payment of all fees and charges is receipted and dated at the time of payment. Records of fees
receipted and dated are maintained and secured for two years after the student ceases to be a student and is
kept within the financial management system software as required by taxation legislation.
VET FEE-HELP
The eligible student is issued with an explanation of the process for applying for VET FEE-HELP (accompanied
by a booklet) the student is then given a Request for VET FEE- HELP assistance form, they are asked to fill the
form out and return it with a TFN and proof of eligibility.
The student is then issued with the student copy of the request for assistance application.
Students are made aware of and provided information on, the requirements and responsibilities of accessing
VET FEE-HELP.
4. Refunds
All refunds are subject to the refund policy and the administration fee for students, which will be deducted
from the refund. Refer to the refund policy and procedure which includes VET FEE-HELP.
5. Insurance
All operations of MHM Australasia Pty Ltd are covered by insurance.
This includes public liability for $10,000,000, general business insurance plus treatment risk insurance and
worker’s compensation. Current policies are available on request.
6. Financial Viability
We undertake to always be in a position to demonstrate to the National VET Regulator that it is financially
viable at all times during the period of its registration. The Finance Manager has this responsibility.
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Prepare monthly management report with ratios analysis to insure our financial viability meet the
requirements all the time
Forecast financial performance and position for next two years to maintain our financial viability in
the future
Quarterly cash flow forecast to monitor our cash flow position and make sure our net cash
flow positive all the time
Periodically review our financial performance to improve financial viability
Occasionally seek professional advices from external consultants
This policy relates to NVR Standard(s): 21; 22
Form Usage and Version Control
1. Scope
All college wide forms (documents) used by MHM Australasia Pty Ltd t/a the Australasian College (TAC) are
to be versioned controlled. The version format will be “n.n”. For major document change the first digit will
increase by an increment of 1. Where minor amendments are made the second increment will increase by 1.
2. Example
A gradual replacement of all forms not in formatted college template will take place and new version control
will be instituted as per the footer of this document (see below).
Policy & Procedure • V3.10 March 2014 • Page 32 of 113
The footer information is in two separate blocks. The top one is centered right so that the document name
can be added which will move to the left as you type.
The second block is locked so no changes can be made. If any change is required then contact Quality and
Compliance Manager.
All documents will be on the college wide template with the logo in the header:
Any text for sequential documents (such as the policy and procedures) will be next to the logo in the header.
All other text including document header will be under the footer.
3. Versions
All new documents start as V1 <month year> with changes to the same document increasing by .1 i.e. 1.1, 1.2
A document that requires major revision will be signed off by the Head of Quality and Compliance and the
CEO; this will change version as a new whole numeric i.e. 2 (then 2.1, 2.2).
4. Document Register
A register of all college wide documents will be maintained by the Manager of Quality and Compliance.
The register will include:
 Date the document was first created
 Title of the document
 Current version of the document
 Document owner
 Location of the document
5. Form dissemination
It is critical that current forms are easily accessible by all relevant parties. When a form is created or an
existing form amended, it will be recommended for approval by the Manager of Quality and Compliance and
new forms forwarded to the Chief Executive Officer for approval. Once the form is approved it will be posted
on the College’s intranet under Corporate – Quality and Compliance – Documents.
An all staff email will then be sent advising that a new form has been created or an existing form has been
amended.
The Manager of Quality and Compliance is responsible for ensuring that the forms and the document register
are maintained and regularly reviewed.
Once the form is released staff must only refer to the intranet for the current document.
Blank template documents are not to be kept on individual drivers of the electronic system as they may be
out of date when used.
6. Form creation/amendment
It is critical that forms are developed and or amended through a process of consultation, are checked for
quality and are compliant and are approved by the Manager Quality & Compliance or delegate or the Chief
Executive Officer.
The document creation follows the below stated procedure using the Request to Create or Amend a Form
(available from the Forms folder on the College’s intranet under Quality and Compliance).
7. Procedure for form creation/amendment
1. Any staff member can identify the need for a new form/document.
2. The staff member consults with the Department Manager or Head of Faculty regarding the need for
a new form to be developed and used by the College.
3. The Manager or Head of Faculty assesses the purpose of the form and recommends development of
the new/amended document, via the Request to Create or Amend a Form document.
4. The form can be developed by both the staff member and the Manager of Quality and Compliance.
5. The form is developed in line with the College’s Style Guide.
6. The Manager of Quality and Compliance reviews the drafted form and recommends a final draft for
approval.
7. Final draft is approved by Manager of Quality and Compliance and sent for final proof reading by
General Manager or delegate.
8. Version control applied.
9. Form is provided to CEO for approval and it is returned to the Manager of Quality and Compliance.
10. The form is added to the forms register and uploaded to the intranet.
11. An all staff email is sent from the Manager of Quality and Compliance informing staff of the new
form that has been approved, how the form is to be used and the location on the new form on the
College’s intranet.
Note: The above instructions are for college wide forms.
For documents that are faculty or department specific and used internally are to be authorised by Faculty
Head or the Department Manager.
Any form to be created or amended that relates to the National VET Regulator Standards must be signed
off by the Manager of Quality and Compliance for compliance purposes.
Graduation Policy and Procedure
1. Scope
The purpose of this policy is to ensure TAC graduation ceremonies runs smoothly and is an enjoyable
experience for students and staff alike.
The graduation ceremony is a cultural tradition that is considered a rite of passage. The ceremony marks a
transition from one stage in a student's life to another.
This policy applies to all TAC faculties and departments that are involved in the graduation process.
Graduation ceremony is presented by the college for students who have successfully completed a full
qualification. Those awarded a Statement of Attainment will also be recognised.
2. Overview
In order to graduate, students must complete all assessments as competent and have all outstanding results
and any debts with the College resolved.
If a student has not completed all their assessments and has been given an extension to complete they
cannot graduate. They will graduate once they have completed all assessments, as graduation is not a class
group activity. Graduation is an individual accolade of success.
Graduations will be held quarterly – March, June, September & December.
There is to be a minimum of 40 students graduating per graduation. If there are insufficient numbers
graduating there will be no graduation held that quarter and students are invited to attend the following
graduation ceremony.
Testamurs and records of results generally will not be released to students prior to the graduation ceremony
unless students request the issue of their qualification documentation prior to the graduation.
Please see section 7a 31 Issuing Qualifications and Statements of Attainment in the TAC Policy & Procedure
Manual for procedure on issuance of Testamurs and Statements of Attainment.
3.
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Pre graduation procedure
Graduation date to be decided by CEO & Heads of Faculty (HoFs) at least 6 weeks in advance.
Executive Assistant (EA) to CEO to book venue and finalise paperwork.
HoF’s to provide a list of students expected to graduate to EA four (4) weeks prior to graduation date.
Graduates will be sent an invitation email to the graduation ceremony and can choose to attend the
ceremony or receive their testamur if they cannot, or do not wish to attend the ceremony. The
invitation will also be posted on the TAC website/Facebook.
RSVP’s to be sent to EA.
EA to keep a record of students attending, guest payments, gown sizes and dietary requirements.
HoF’s to provide completed Certificate Requisition forms to Student Information Management Group
(SIMG) within a period specified by SIMG Manager. This needs to be completed no less than 5
working days prior to graduation.
HoF’s to ensure that all results are loaded into the Student Information System (Edupoint) prior to
Certificate Requisition forms and student files being given to SIMG.
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4.
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When a student does not attend the graduation ceremony they must request that their testamur be
mailed to them. Testamurs will be posted by registered mail only after the graduation ceremony has
been completed for those scheduled to attend.
Testamurs will be mailed only to the student concerned. Testamurs will not be released to a family
member or friend without the student’s written permission.
Students must make an appointment with the SIMG to collect qualifications or arrange for them to be
posted. This must not be done through individual faculties. Faculties must put a request through the
helpdesk.
Graduation Day procedure
Students to arrive 30 minutes before the ceremony scheduled start time.
Students to collect gowns and have individual photos taken prior to taking their seat.
Students must sign for receiving their gown and sign again for returning. Failure to return the gown
will incur a replacement fee.
Students are to sign their certificate requisition form when they collect their gown.
Students to take their seat at least 10 minutes before the ceremony starts.
5. Post-graduation procedure
Official photos.
Whole group photos and separate class photos will be taken on completion of ceremony; students
can then have family and friends photos taken.
College social media representative will attend with iPad to take photos to be uploaded to TAC
website/facebook.
6. Gown return:
Students must return and sign for their gown prior to leaving the graduation venue.
If this is not done, a replacement fee will be charged.
Grievance & Appeals
TAC ensures that any grievance from students and/or staff is handled in a constructive, timely, fair and
equitable manner which is easily accessible and offered to the grievant at no charge.
This policy and procedure is designed to ensure that TAC responds effectively to individual cases of
dissatisfaction.
1. Definition
A grievance can be defined as a student’s or staffs expression of dissatisfaction with any aspect of the TAC’s
services and activities, such as:
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the enrolment or induction process;
the quality of education provided;
academic matters, including student progress, assessment, curriculum and awards in a VET course of
study;
handling of personal information and access to personal records;
the way someone has been treated.
In this document “student” refers to both students and potential students, enrolled, or seeking to enrol, in a
course with the College; while staff refers to any staff member of TAC.
2. Before an issue becomes a formal grievance
Students/staff are encouraged, wherever possible, to resolve concerns or difficulties directly with the
person(s) concerned. A student or staff member (grievant) may raise an informal grievance by contacting
their educator or alternatively any staff member with whom they feel comfortable. Staff members should
contact Human Resources or the General Manager for informal resolution.
At all times, each grievance brought to anyone’s attention needs to be informally resolved if at all possible
prior to it becoming a formal grievance or appeal.
3. Formal procedure
This procedure can be utilised to submit a grievance of an academic or non-academic nature. Grievances of
an academic nature include matters related to student progress, assessment, curriculum and awards in a VET
course of study. Grievances of a non-academic nature cover all other matters including grievances in relation
to personal information that TAC holds in relation to the student or staff member.
During all stages of this procedure TAC will take all steps to ensure that:
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the grievant will not be victimised or discriminated against;
the grievant has an opportunity to formally present their case and each party to the grievance may
be accompanied and assisted by a support person at any relevant meetings;
a full explanation in writing for decisions and actions taken as part of the process will be provided if
so requested by the grievant;
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where the internal or external grievance handling or appeal process results in a decision that
supports the grievant or appellant, TAC will immediately implement any decision and/or corrective
and preventative action required and advise the grievant/appellant of the outcome.
There is no cost to the grievant for utilising this grievances and appeals process.
At all meetings, the grievant may have a support person present. If the student is under the age of 18, the
parent or guardian must also be present.
3 a. Stage one – formal grievance:
Formal grievances must be submitted in writing to the Head of Faculty on a Grievances Form available from a
staff member via the intranet.
Within two working days of receiving a formal grievance, Quality & Compliance Manager is to be advised that
a grievance has been received. The grievances process will commence within 5 (five) working days of the
receipt of the written grievance and all reasonable measures will be taken to finalise the process as soon as
practicable. The grievant will also be informed within this five (5) day period of the receipt of the formal
grievance.
The appropriate Head of Faculty will seek to clarify the outcome that the grievant hopes to achieve. If the
grievance concerns the Head of Faculty then the grievance may be heard by the General Manager or Human
Resource Manager.
Such clarification may be sought by written or verbal request or by a face-to-face interview with the grievant.
When such clarification occurs in a face-to-face interview the grievant or respondent may ask another person
to accompany them and there is no cost to the grievant for the process.
The Head of Faculty, General Manager or Human Resources Manager or their nominee will endeavour to
resolve the grievance and provide in writing to the grievant the steps taken to address the grievance,
including the reasons for the decision, within 5 (five) working days of the grievance process commencing. A
grievant may appeal the grievance outcome decision.
3b. Stage two – internal appeal:
If a grievant is dissatisfied with the outcome of their formal grievance process they may lodge an appeal with
the CEO (who is senior to the original decision maker) within 5 (five) working days of the grievance process
outcome. The CEO may decide on the appeal or convene an independent review panel (who are not party to
original grievance) within 5 (five) working days of receiving the written request. If heard by a review panel,
the panel will review the dispute between TAC and the appellant; reporting to the CEO within 5 (five)
working days of receiving the appeal.
The CEO will provide a written report which is part of the Appeals Form to the appellant advising the
outcome of the appeal, additional steps taken to address the grievance and the reasons for the decision
within 5 (five) working days of receiving the appeal decision. The report will further advise the appellant of
their right to access the external appeals process if they are not satisfied with the outcome of their appeal.
3c. Stage three – external appeal:
If the matter remains unresolved after the review panel or CEO presents the appeal process findings, the
appellant may make a written request to the CEO that they wish the matter be dealt with through an
independent external dispute resolution process. TAC, in consultation with the appellant, will appoint a
mutually agreed independent external mediator within 5 (five) working days. It is then up to the mediator,
the appellant and TAC to resolve the grievance. TAC will bear any costs associated with the mediation.
The appellant or the respondent may ask another person to accompany them to meetings with the mediator.
The mediator will report to the CEO, the outcome of the mediation, including any recommendations arising,
within 5 (five) days of the completion of the review. Once the CEO, receives the report of the outcomes from
the independent mediator, they will provide a written report to the appellant within 5 (five) working days on
the recommended actions to resolve the appeal.
TAC agrees to be bound by the independent mediator’s recommendations and the CEO will ensure that any
recommendations made are implemented within 5 (five) days of receipt of such decision.
The procedures set out in this document do not replace or modify procedures or any other responsibilities
which may arise under other policies or under statute or any other law. Nothing in this policy and procedure
limits the rights of individuals to take action under Australia's Consumer Protection laws. Also, these
procedures do not circumscribe an individual's rights to pursue other legal remedies.
4. Enrolment/Employment Status
Where a student chooses to access this policy and procedure, TAC will maintain the student’s enrolment
while the grievances and appeals process is ongoing.
Where a staff member chooses to access this policy and procedure, TAC will maintain the staff members’
employment while the grievances and appeals process is ongoing.
5. Process outcome
If the decision supports the student/staff member, then TAC will immediately implement any decision and
corrective action required. This action will be notified to the student/staff member.
6. Record keeping & confidentiality
A written record of all grievances handled under this procedure and their outcomes shall be maintained for a
period of two years to allow all parties to the grievance appropriate access to these records, upon written
request to the CEO. These records will be maintained at Building 1, 87 Bay Street, Glebe, NSW 2037.
7. Assessment Appeals
If a candidate is not satisfied with the outcome of an assessment they may appeal the decision within 5 (five)
days of receiving the assessment outcome. This involves speaking to the assessor to request a review of the
evidence. The assessor may require further evidence.
Candidate’s appealing an assessment outcome (documented on the Appeal Form) are welcome to bring a
third party to any interview or discussion relating to the appeal. If the candidate is under 18 years old, a
parent or guardian is requested to attend the interview/discussion.
Where an appeal is granted and the candidate is found competent, a new assessment outcome is issued and
validated by the Head of Faculty.
Where an agreement cannot be reached, the CEO may employ an independent and external assessor to
review the evidence. This may require the candidate to undertake the assessment again in providing
evidence of their competency to the appointed assessor.
The candidate may be required to contribute towards the costs of the external assessor.
Information Prior to Enrolment
MHM Australasia Pty Ltd (TAC) upholds the principle that all applicants seeking to enrol are treated fairly and
equitably. TAC has open, fair, clear and transparent procedures that are based on clearly defined entry
criteria for making decisions about the selection of students. Students will be selected on merit based on the
published criteria. TAC will ensure that throughout the process of selection and admission, applicants are
treated courteously and expeditiously.
Entry criteria and application procedures are published in TAC’s Course Information Brochure/s and on TAC’s
website for the information of those seeking to enrol with TAC.
Student handbook is also on the website so prospective students can gain an understanding of the rights and
responsibilities as a student at the College.
The opportunities and benefits of Commonwealth assistance will be made equally available to all eligible
students upon enrolment in applicable courses.
Process
TAC provides information to all applicants to allow them to make an informed decision about enroling at
TAC. Applicants are requested to come to the campus for an interview so they can see TAC in action, touring
the location and facilities, the equipment used and all questions are answered.
All enquiries for enrolment are provided with the Course Information Brochure/s, which are available on the
college website. Access to the courses is open to all applicants subject to meeting the course entry
requirements. Enrolment is available according to each Faculty’s schedule where places are available.
Prospective students are advised to review the Student Information Handbook, available on the website or in
print if requested, for further information.
Before an applicant is accepted as a student they receive the following information:
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An itemised list of all fees associated with undertaking the course.
Course outline.
Name of qualification.
Duration of course.
Teaching methods.
Assessment methods.
If there are any other providers involved in the delivery of the course.
Facilities available.
Equipment available.
Learning resources available.
Refund policy.
Information about what happens in the event that TAC is unable to provide their course in full.
Interactions with the National VET Regulator
The CEO has responsibility for interaction with the regulators in ensuring information currency and accuracy.
The CEO will ensure that TAC complies with the VET Quality Framework. This applies to all of the operations
within the NVR registered training organisation’s scope of registration, as listed on the National Register.
The CEO is assisted with the compliance and interactions with the National VET Regulator and other agencies
by the Quality and Compliance Manager.
The CEO will also ensure that TAC co-operates with the National VET Regulator:
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in the conduct of audits and the monitoring of its operations;
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by providing accurate and timely data relevant to measures of its performance;
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by providing information about significant changes to its operations;
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by providing information about significant changes to its ownership; and
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in the retention, archiving, retrieval and transfer of records consistent with the National VET
Regulator's requirements.
In addition TAC will always be able to demonstrate to the National VET Regulator that it is financially viable at
all times during the period of its registration.
TAC will provide returns of its client records of attainment of units of competence and qualifications to the
National VET Regulator on a regular basis, as determined by the National VET Regulator.
TAC will advise the designated authority in writing of:
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any prospective changes to the ownership or address of the registered provider as soon as
practicable prior to the change taking effect.
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National VET Regulator will be advised as required by the VET Quality Framework, particularly the Fit
and Proper Person requirements.
Internal Audit
TAC is fully committed to ensuring its compliance with the requirements of being a RTO.
This is achieved and maintained by monthly internal self-assessment audits as stated in the scheduled
activities as per the compliance calendar. This audit process is carried out by the Manager Quality &
Compliance with help by delegation.
When conducting the internal self-assessment audit, each month selected NVR Standards will be audited so
that over a 12 month period, all standards are audited.
The audit team may use the processes outlined below to ensure that policies and procedures have been
audited and implemented consistently throughout TAC and that these policies and procedures are fully
compliant as required by the NVR Standards:
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Examination of documents and systems that pertain to the policies and procedures, student
handbook, relevant components of the business plan, trainers/assessor qualifications, records of
training and assessment.
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Perusing a sample of student files.
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Analysing resources for delivery and assessment required by the relevant National Training Package
or course, including training materials and assessment tools.
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Holding interviews as required with administration staff, trainers and students.
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Auditing processes such as assessment and learning activities.
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Examination of existing facilities required by the relevant National Training Package or course.
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Review of processes with senior management.
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Job Descriptions.
At the completion of the internal self-assessment audit a report will be generated on TAC compliance which
is prepared and presented by the audit team to the CEO.
This report will make recommendations on any non-compliance found and the required rectification to bring
these areas of non-compliance to become fully compliant. Where improvement actions eliminate a potential
risk as define under the risk management process the risk matrix will be updated accordingly.
In 2014 an external auditor will also undertake audits of selected standards on a monthly basis. This auditor
has full access to all staff and files. A report will be provided to the Manager Quality & Compliance and the
CEO. This audit process is in addition to any other audit processes undertaken internally.
Issuing of Qualifications & Statements of Attainment
1. Scope
TAC adheres to the requirements of the Australian Qualifications Framework and the AQF Qualifications
Issuance Policy for issue of:
 AQF testamurs
 AQF record of results
 AQF Statements of Attainment.
The purpose of this policy and procedure is to define the rules for the assessment and issuance of AQF
vocational education and training testamurs, records of results and statements of attainments.
A student who is enrolled in an accredited vocational education and training course/qualification and has
successfully completed all the required units of competency are entitled to receive the following certification
documentation upon completion:
 a testamur
 a record of results
A student who has successfully completed a number of units of competency within an accredited vocational
education and training course/qualification but does not meet the requirements of the full qualification is
entitled to:
 a Statement of Attainment
2. Specifications
In order to comply with AQF specifications for defining the form of testamurs and records of results and to
protect the authenticity of certificates and reduce fraud the following will be included in all AQF testamurs:
 the legal name of the College: MHM Australasia Pty Ltd
 the College’s trading name: The Australasian College Broadway
 the College’s National Provider Number (6980)
 the College’s ABN: 61 066 062 888
 the College’s address and contact details including website
 the graduate’s full name in the order of: first name/s followed the surname
 the AQF qualification title and national qualification code
 date of issue/award/conferral
 TAC logo
 the name and signature of the member of TAC authorised to issue the testamur (CEO)
 the Nationally Recognised Training (NRT) logo
 the language of delivery (if not in English)
 a unique certificate number
 a unique student number
In order to comply with AQF specifications for defining the form of Statements of Attainment and to protect
the authenticity of certificates and reduce fraud the following will be included in all AQF Statements of
Attainment:
 the legal name of the College: MHM Australasia Pty Ltd
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the College’s trading name: The Australasian College Broadway
the College’s National Provider Number (6980)
the College’s ABN: 61 066 062 888
the College’s address and contact details including website
the statement: A Statement of Attainment is issued by a Registered Training Organisation when an
individual has completed one or more accredited units
the words: These competencies form part of (the National Course Code and the qualification/course
name)
the graduate’s full name in the order of: first name/s followed the surname
date of issue/award/conferral
TAC logo
the name and signature of the member of TAC authorised to issue the SoA (CEO)
the Nationally Recognised Training (NRT) logo
the language of delivery (if not in English)
a unique SoA number
a unique student number
a list of competencies.
Skill Sets
When Statements of Attainments are issued to recognise achievement of a skill set identified in a particular
Training Package, the Statements of Attainment is to contain the name of the skill set and a statement using
the wording given in the Training Package to indicate whether the skill set meets a licensing or regulatory
requirement or an identified industry need.
3. Qualifications register
In keeping with the principles of best practice and the requirements of the AQF Qualifications Register Policy
for Registered Training Organisations, TAC maintains a register of all AQF qualifications issued to graduates.
The Qualifications Register will include the following:
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students full name
the name of the Qualification and the national code of the qualification
date of issue/award/conferral.
In accordance with the Data Provision Requirements 2011 for Registered Training Organisations TAC will
report on all AQF qualifications issued to graduates at the request of the National Vocational Regulator.
4. Retention of records
In accordance with the Standards for NVR Registered Training Organisations 2012, TAC will retain student
records of attainment of AQF units of competency and qualifications for a period of 30 years.
This is to ensure the ability to re-issue the original qualification document (not ‘updated’ to the current
qualification) if required.
5. Presentation
Certificates may be issued:
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in person
at a graduation ceremony
in absentia (email or mail) at the request of the student where the student has indicated in writing.
by proxy with written permission from the student and ID displayed upon collection.
6. Revocation
TAC may revoke or require a certificate to be returned in the following circumstances:
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fraud or dishonesty (i.e. where it becomes evident that the award was inappropriately obtained)
when the original certificate has been damaged or a change in legal name with a request for a new
one
the testamur has been issued with error
7. Application for reissuance
TAC will reissue a certificate in the following circumstances:
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when a request is made in writing to TAC Student Relations Department
when a replacement fee (AUD$55.00) is paid
if the original (if possible) is returned.
The Student Information Management Group Manager will validate the reissuance of a certificate by
referring to the Qualifications register.
The re-issue is the same as the original document that was issued, not altered in any way.
Students are made aware of their entitlement to a certificate in the student handbook, during orientation
and TAC website: www.tac.edu.au
8. Responsibility
The Student Information Management Group Manager is responsible for the implementation of this policy
and procedure and for ensuring that staff and students are aware of its application and procedures. The
Student Information Management Group Manager is responsible for ensuring that qualifications or
Statement of Attainments issued are from current or valid training packages. Qualifications or Statements of
Attainment can be issued from superseded training packages so long as the issuance of these falls within the
guidelines of the ASQA General Direction on Transition and Teach-out.
9. Procedure
 Heads of Faculty are responsible for ensuring that the outcome for each assessment is entered into
the College’s secured student records management database: EduPoint.
 Educators and Heads of Faculty must finalise the assessments within fourteen (14) days of the course
completion or where a student voluntarily withdraws from a course. Educators must file all
outstanding documents, including assessments on the students file prior to any certificate being
generated.
 Educators complete the Certificate Request Form which is in the student file. The Form is to be
completed in the Student Information Management Group (SIMG).
 The form is then checked and signed off by the Head of Faculty.
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The Head of Faculty returns the Certificate Request Form to the Student Information Management
Group (SIMG) with all student material (i.e. file, assessments).
SIMG to verify with Finance department that all monies have been received in full.
Finance to follow up on outstanding monies before any qualification is processed and issued.
The student file is returned to the Student Information Manager for further discussion with HOF.
If all monies are paid in full; Finance department to sign the Certificate request form where
applicable.
SIMG to verify all results have been entered into EduPoint as per the Certificate Request form.
SIMG to notify Student Information Management Manager of any discrepancies for further
discussion with HOF.
Alternatively if all results are entered correctly, the qualification is printed.
Certificate / SOA number is noted on the Certificate Request form and signed as processed by SIMG.
SIMG to ensure the qualification/Statement of Attainment is signed by the CEO.
SIMG is to record details of student ID, student name, course code, name of course, issuing date and
Certificate / SOA onto the Certificate Register.
SIMG to enter Certificate / SOA number on EduPoint and course is marked as finished in EduPoint.
SIMG to photocopy the original qualification and copy is placed in student file.
SIMG to contact student to arrange collection if no graduation is to be attended by student.
For graduating students, SIM to organise collection of certificates with the Head of Faculty.
Student to sign the Certificate Request form as collected.
Alternatively student has the option to request qualification be posted to the address on file, request
must be in writing.
SIMG files the Certificate Request form in the student file.
Student file archived and EduPoint noted as such.
SIMG to notify SIMG Manager of completion.
This policy relates to NVR Standard(s): 16.3; 23
Legislation
1. Scope
TAC will ensure compliance with all Commonwealth, State/Territory legislation and regulatory requirements
relevant to its operations and ensures this is integrated into its policies and procedures. TAC in particular is
bound by and operates within the following legislative and regulatory requirements:
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Work Health and Safety Act 2011
Child Protection (Prohibited Employment) Act 1998
Privacy and Personal Information Protection Act 1998
Privacy Amendment Act 2004 and Privacy Amendment (Enhancing Privacy Protection) Act 2012
Disability Discrimination Act, 1992
Public Health Act 2010 and Public Health Regulations 2012
National Vocational Education and Training Regulator Act 2011
Copyright Act 1968
The Hairdressing Act 2003
Apprenticeship and Traineeship Act 2001
The Racial Discrimination Act, 1975 (Commonwealth).
The Sex Discrimination Act, 1984 (Commonwealth).
Disability Discrimination Act, 1992 (Commonwealth)
Anti-Discrimination Act 1977 (NSW).
Copies of these are located in the Quality & Compliance office and students and staff can request to access
them at any time or they can be accessed on the web:
 http://www.legislation.nsw.gov.au
 www.austlii.edu.au
 www.comlaw.gov.au
TAC ensures that all:
 Staff is provided with information about legislation that significantly affects their duties at induction
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Students are provided with information about legislation that significantly affects their participation
in their study program.
Any changes to legislation will be advised to all staff and students with amendments made to all appropriate
documentation as part of the ongoing continuous improvement process.
Work Health and Safety Act 2011
TAC guarantees to meet its Duty of Care obligations to staff, students and visitors by providing facilities and a
safe and healthy learning environment in accordance with the Work Health and Safety Act 2011.
Emergency evacuation procedures are covered during Student and staff Induction. In an emergency
situation students and staff are to make their way quickly and calmly to the nearest exit where all meet with
educator and other students for a roll call check. Evacuation meeting point is in Wentworth Park, across
from TAC.
First Aid Kits are located in every faculty of TAC.
Students and staff are reminded to observe safe work practices whilst at TAC.
All students and staff are responsible for:
 Always conducting yourself in a safe and healthy manner
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Ensuring the prevention of injury and disease to self, trainers, clients and students
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Identifying and reporting to the management team any possible hazards from equipment, facilities
and the environment
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Refraining from smoking
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Refraining from drinking and/or eating in the classrooms and practical simulated workplace areas.
Anti-Discrimination Act 1977
TAC is committed to providing a fair and equitable school for its students and visitors. Any discrimination or
harassment of staff, students or visitors because of their sex, pregnancy, race, colour, religion, nationality,
ethnic or ethno-religious background, marital status, physical or intellectual or psychiatric disability,
homosexuality or age will not be tolerated.
All are responsible for:
 Ensuring non-discriminatory or harassing behaviour at all times to other students, staff or visitors
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Reporting any discriminatory behaviour or harassment.
Privacy Act 1988
It is an Australian Government requirement that we keep records of each student’s current residential
address, the student’s full name, date of birth, nationality, the start and completion day of the student’s
course, attendance and academic performance, details of payments received. We must also keep a record of
the reason for a student’s termination of studies.
Records are confidential and available on request to the person the file pertains to. Records of attendance,
assessment outcomes and qualifications issued are kept accurate, up-to-date and secure. Personal
information may be made available to Commonwealth and State Agencies as required by legislation.
We keep copies of award records for a period of 30 years. A fee of $55.00 is charged for a duplicate copy of a
student’s Qualification/Certificate/Transcript/Statement of Attainment.
Students may access their records on request. Records are kept confidential and require written permission
by the student prior to release of any information in their records. Students under 18 years of age, by signing
the Declaration of Understanding, give consent for TAC to contact parent/s or guardian/s, if required.
MHM Australasia will not disclose or use any information, personal or otherwise, without the express written
consent of the individual. If the student is under 18, the approval for access to the relevant file is granted to
the parent or guardian who is signatory to the enrolment.
To request a student file, contact the Student Information Management Group.
Privacy Amendment Act 2004 and Privacy Amendment (Enhancing Privacy Protection) Act 2012
These two amendment Acts are revisions of, not replacement of, the Privacy Act 1988.
From 12 March 2014, the Australian Privacy Principles (APPs) will replace the National Privacy Principles and
Information Privacy Principles and will apply to organisations, and Australian Government (and Norfolk Island
Government) agencies. This privacy fact sheet provides the text of the 13 APPs from Schedule 1 of the
Privacy Amendment (Enhancing Privacy Protection) Act 2012, which amends the Privacy Act 1988.
Further information regarding privacy provisions can be found via the Office of the Australian Information
Commissioner at http://www.oaic.gov.au/
The Hairdressing Act 2003
From 15 December 2006, a regulation was made to allow an employer to employ a person under the age of
21 years as a Hairdresser if they had successfully completed the Certificate III in Hairdressing through a nonapprenticeship pathway.
In November 2007, a regulation was amended to also include that an employer be allowed to employ a
person under the age of 21 years as a beauty therapist, if they had successfully completed the Certificate IV
in Beauty Therapy through a non-apprenticeship pathway.
Part 3 Environmental Health Division 4 of the Act defines the Control of Skin Penetration Procedures (this
replaces the previous Skin Penetration Guidelines).
The new Regulation replaces the Public Health (Skin Penetration) Regulation 2000. The revised Regulation is
designed to better protect public health by formalizing infection control requirements. The Regulation will
also allow more streamlined and flexible enforcement practices and the penalties for breaches have been
significantly increased.
The Skin Penetration Regulations regulates body decorating and grooming practices carried out by people
who are not registered as health professionals. The regulated body decorating and grooming industries
include:
 acupuncture
 beauty treatments
 body, nose and ear piercing
 cosmetic enhancements
 colonic lavage
 tattooing; and
 blood cholesterol and glucose measurement
Hairdressing and other body decorating and grooming practices which do not deliberately pierce the skin are
not regulated.
The regulation specifies procedures to prevent disease transmission, requires operators to be registered with
the local council and empowers environmental health officers to carry out inspections.
http://www.health.nsw.gov.au/phact/Documents/is3-skin-penetration.pdf
Apprenticeship and Traineeship Act 2001
An amendment to Section 25 of this Act has removed the condition that those under 21 years of age must be
an apprentice until turning 21. This means that once a person has a Certificate III in Hairdressing or
Certificate IV in Beauty Therapy, regardless of age, that person is defined as qualified.
National Vocational Education and Training Regulator Act 2011
This Act provided a National VET Regulator (ASQA) for the VET sector, removing regulation from the states.
This regulator provides registration to training organisations to undertake and award nationally recognised
training. The Standards for NVR Registered Training Organisations 2012 are the present standards that all
RTOs need to comply with.
Copyright Act 1968
We are aware of copyright requirements and TAC takes its obligations to preserve copyright seriously.
Students are advised to consult their trainer as to their obligations under copyright.
TAC has a Copyright Agency License (CAL) to protect students and staff from copyright infringement.
It is the responsibility of all staff to ensure the requirements of relevant legislation are met at all times. Use
the web sites indicated, or contact the Quality & Compliance Manager if you require further information.
There may be additional, course-specific, legislation that is relevant. Information about this legislation will be
communicated during the course of study.
Management Meetings
1. Scope
The purpose and scope of this policy and procedure is to provide a coordinated and consistent flow of
information concerning the operations of The Australasian College Broadway (TAC) by allowing
personnel to present information via Departmental Managers/Heads of Faculties to the CEO. The CEO
uses this information to make informed decisions and recommendations regarding the continuing
compliant operation of the RTO.
2. Meeting cascade
The operational department managers meet with their teams on a frequency as nominated by the
department head. The purpose of these departmental meetings is to discuss operational matters arising
within the department’s area of responsibility.
Faculty Heads conduct team meetings on a two weekly basis with trainers and assessors. The purpose
of these meetings is to coordinate the activities of the individual faculties, for trainers and assessors to
report on student related issues such as attendance, misbehaviour and progress. Meetings also allow
trainers and assessors to provide feedback regarding quality of training and assessment material,
college facilities and equipment.
The department and faculty meetings are an opportunity for all to raise Continuous Improvement
matters. These matters are discussed and if determined that implementation would be beneficial or
address non-compliance they will either be actioned at department or faculty level or referred to the
next level of meeting if requiring a college wide response.
Heads of Faculty Meeting consists of the Heads of Faculty with the Managers of Sales and Marketing,
Social Media, Student Information Management Group, Human Resources, Quality and Compliance and
General Manager meeting with the CEO.
This meeting allows the faculties to discuss issues with other department heads to quickly solve any
requirements and so all are aware of the issues that face each faculty.
The Senior Management Team is the Chief Executive Officer, General Manager, Quality & Compliance
Manager, Sales and Marketing Manager, Chief Information Officer, Facilities Manager, Social Media
Manager, Human Resources Manager, Financial Controller, Student Information Management Group
Manager and Heads of Faculty.
Senior Management Team meetings are held at least once every three months and as required if
considered necessary by the CEO. The purpose of the Senior Management Team meeting is to
coordinate the governance arrangements of The Australasian College Broadway. This is achieved by
allowing key personnel to present status report to the CEO, to review the implementation of the
ongoing business plan and to undertake a review of management arrangements relating to compliance
requirements of the RTO.
The Senior Management Team meeting is intended to compliment the quarterly Continuous
Improvement Committee meeting and it is expected that opportunities for improvement will often be
identified during management meetings and will feed into the continuous improvement process.
Depending on the urgency the Department Head or Head of Faculty can refer the continuous
improvement matter directly to the Quality and Compliance Manager or CEO for approval and
implementation.
3. Meeting information flow
Senior Management Team Meetings
Heads of Faculty Meetings
  Chief Executive Officer
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Chief Executive Officer
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General Manager
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Heads of Faculty
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Student Information
Management Group
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General Manager
Quality & Compliance
Manager
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 Chief Information
Officer
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 Social Media Manager
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Human Resources
Manager
Facilities Manager
Financial Controller
Student Information
Management Group
Manager
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Human Resources
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Team Meetings
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Faculty Trainer and
Assessors
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Sales & Marketing
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Information
Technology
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Finance
Quality & Compliance
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Social Media
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Social Media
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Sales & Marketing
Student Information
Management Group
4. Continuous Improvement Committee
Beyond the above meetings there is a quarterly Continuous Improvement Committee meeting (CIC)
which meets to review the implemented improvements and to ensure the college wide implementation
has taken place and to strategically forward think and plan for system wide improvements as a result of
upcoming operational or legislative requirements.
5. Communication of meeting outcomes
All meetings have minutes taken with action points documented and responsibility assigned. Minutes
are distributed to all meeting members.
6. Management review of compliance elements
As part of the standing agenda of all management meetings, the management team will review and
record Continuous Improvement requests to improve and maintain compliance.
The purpose of reviewing compliance is twofold:
 It acts as an ongoing educational opportunity for the management team to consider the
management responsibilities in complying with specific elements of compliance.
 It allows the opportunity to undertake a deliberate analysis of The Australasian College
Broadway management arrangements that support compliance and to identify opportunities
for improvement that can improve compliance and the quality of training, assessment and
client services.
This process results in the flow of information from trainers/assessors and administrative staff (via the
Heads of Faculty and Department Heads) to the CEO.
With the combined information flow from all areas of the college, the CEO remains constantly informed
as to any compliance issues arising and any other operational matters impacting on the RTO. Using this
information the CEO is able to make strategic decisions and recommendations affecting the continued
compliant operation of the RTO, based on feedback received from trainers and assessors and other staff
members.
This policy relates to NVR Standard(s): 17.2; 18.1; 18.2
Marketing & Advertising
1. Scope
It is the policy of TAC to ensure that all marketing of training activities will be conducted with integrity,
accuracy and professionalism; avoiding vague, misleading or
ambiguous statements. All information must be accurate, professional and in plain English.
All final marketing and advertising of TAC training delivery and assessment services is the responsibility of the
CEO via the work of the Sales and Marketing Manager and Social Media Manager, with course specific
information coming from the relevant Head of Faculty.
2. Process
The Sales and Marketing Manager along with the Social Media Manager will ensure the following practices
are adhered to by:
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Obtaining written permission before use of information about any individual or organisation in any
marketing materials, (this includes newspapers, social media, magazines, brochures, flyers, radio and
television advertising) and will abide by any conditions that are placed upon the use of that
information.
Accurately representing all of its training and assessment services to all prospective clients and
stakeholders at all times.
Ensuring that all individuals or organisations are provided with full details of any conditions in any
contractual arrangements related to marketing and advertising.
Defining AQF qualifications only if TAC is registered with the scope to deliver those qualifications.
Clearly identifying nationally recognised training products (AQF qualifications) separately from
courses without such recognised status.
Adhering to the guidelines and specifications of use in marketing and advertising materials of the
Nationally Recognised Training logos.
Using the correct codes and titles of all training package qualifications as on the TAC scope of
registration.
Ensuring that TAC provider number is displayed on all appropriate marketing and advertising
materials.
Ensuring all marketing or promotional literature and general media advertising will not:
o Encourage unrealistic expectations about the level of qualifications attainable and the
facilities and equipment provided
o Make any claim of approval or recognition that is inaccurate or use misleading or false
comparisons of courses provided by competitors
o Make any misleading statements concerning the qualifications or experience of its staff
o Make misleading or false statements about the prospects of employment of graduates
following the completion of training.
3. Marketing Approval Procedure
1. All prospective advertising and marketing activities are initiated by Sales and Marketing Manager,
Social Media Manager and the CEO.
2. CEO, General Manager, Sales and Marketing Manager and Social Media Manager are responsible for
the final content with Heads of Faculty providing specific qualification information as required.
3. Request to Create or Amend a Document sheet is attached to the proposed marketing and
advertising collateral/documentation.
4. For course brochures the use of the Brochure Checklist Form is used to check process for
new/revised course brochures.
5. Final draft copy provided to Quality and Compliance Manager for compliance check and version
control and listed on appropriate version control register if required.
6. Final draft copy with version control provided to General Manager for final proof reading.
7. RTO Manager signs a hard copy of the document as complete and final document is provided to
CEO.
8. The final version of the marketing material is then approved by the CEO for publication.
9. Final document provided to Information Systems Manager and Social Media Manager (as required)
or designate to disseminate in electronic or print media.
This policy relates to NVR Standard(s): 16.3; 24
Orientation
1. Purpose
The purpose of the student orientation is to ensure that every student has all the required information and
understanding of their rights and responsibilities while a student at TAC and TACs rights and responsibilities
to them as students.
For many students starting study again is an exciting, challenging and sometimes confusing time. It involves
meeting lots of new and varied people, perhaps changing lifestyle, getting used to a new environment and
learning new things in new ways. It's frequently a challenging time – whether making the move from high
school or returning to study as a mature age student.
The TAC orientation is designed to make this transition to study a lot easier, providing the opportunity on the
first day to meet other students and become familiar with the campus and training staff according to area of
study. In this way the student’s connection and immediate involvement with the facility and faculty, as well
as their subsequent learning opportunities, will be more easily facilitated.
It is TACs intent that during orientation students will be able to sort out any concerns, make sense of their
timetable and get answers to questions about how things work at TAC. Our aim is for each student to feel
confident about being a student and starting classes with us.
2. Orientation Notified
Prior to orientation and at the time of enrolment, prospective students are provided with all relevant
documentation and information for orientation.
All students are advised of the date and time of their orientation on completion of the enrolment process.
Students are again advised of the date and time of orientation via a Confirmation of Enrolment letter sent to
the address nominated on the enrolment form.
3. Procedure
All students attend an orientation on their first day at TAC.
Students are met at the main reception on the day, where they sign into the building and are guided to the
designated area for the face to face facilitation of the orientation program.
Any outstanding documentation, TFN, proof of citizenship etc. must be provided prior to orientation
commencement. SIMG staff will assist in this process.
Sales and Marketing Manager is responsible for the orientation and guides students via the orientation
program timetable.
The student is provided with a copy of the current student handbook which provides a base for the
information covered.
Students are made aware of the contents of the handbook and in particular their rights and obligations while
being a student at TAC.
TAC, in providing an overview of the college as the first part of the orientation, covers subjects such as
physical site, amenities, the emergency evacuation procedure, attendance requirements, Workplace Health
and Safety, personal safety and the TAC Code of Practice.
Students are advised of their rights and responsibilities and specifically as it relates to legislation such as antidiscrimination and privacy provisions. Orientation program takes the students through salient points in the
student handbook and the student is required to sign the Declaration of Understanding at the back of the
handbook to acknowledge that they have read, understood and agreed to the code of conduct and
expectations of students on campus. The original is photocopied and placed in the students file. The student
is provided with the copy for their reference.
Those students under 18 years, will have the Declaration of Understanding posted (with cover letter) to the
parent/guardian for them to sign as acknowledgement of such a document that their child/ward has signed
as having read and understood the contents.
Students are issued with a uniform and any consumables relevant to their course of study.
Students are introduced to the relevant Head of Faculty for an extended faculty orientation to guide the
student through subject matter specific to the faculty and the students study.
All orientation paperwork is given to Student Information Management Group (SIMG) and is filed into the
individual student file.
This policy relates to NVR Standard(s): 16.1; 16.5; 17.1
Partnership Agreements
1. Scope
This policy and procedure applies to TAC and outlines the requirements of a partnership agreement for the
delivery of training and assessment of any course or unit(s) of competency.
2. Definitions
A VET Partnership is an agreement with another organisation or individual for the delivery and assessment of
a qualification and/or a unit(s) of competency on TAC scope of registration.
A document called “Partnership Agreement” will be used to define the context of the agreement.
3. Partnership Agreements
TAC has, and complies with, a written agreement with each organisation or individual that provides training
and/or assessment on behalf of TAC.
The agreement specifies how each party to the agreement will discharge its responsibilities for compliance
with the Standards of the National VET Regulator (SNR).
TAC will only permit provision of training and assessment services in a partnering arrangement with partners
that are a signatory to a Partnership Agreement that is current at the time of service provision.
Partnership Agreements are deemed current only if signed by all parties.
4. Process for Partnership Approval
TAC CEO is the only person authorized to approve a Partnership Agreement on behalf of TAC.
TAC CEO and authorized person from the proposed partner discuss all requirements for a partnership to be
documented.
A Partnership Agreement is entered into with all stipulations documented and signed by both parties to the
agreement.
Specifically, consideration will only be given to partnering requests where the following is satisfied:
All resources used are compliant to SNR 15.3
All trainers/assessors met the requirements of SNR 15.4
The proposed agreement satisfies all requirements of the SNRs.
5. Recording
Once a Partnership has been documented and approved, it will be recorded in the Partnership Register.
6. Process for Partnership Monitoring
All partners will use the TAC approved training and assessment tools and appropriate forms for recording
these activities.
TAC will conduct regular monitoring (six monthly) of all training and assessment conducted by its partners. A
yearly audit may be undertaken be against all aspects of SNR as appropriate to the partnership agreement.
Such an audit will have particular attention to the delivery of training and the process of assessment. Where
there is an identified weakness in the system this will be rectified as soon as possible.
7. Issuing of Qualifications or Statements of Attainment
For the actual issuing of Qualifications or Statements of Attainment, the partner organisation is to provide
TAC with details of students that have successfully completed courses. Based on this data TAC will prepare
and issue qualifications or statement of attainment. The partner organisation may then provide these RTO
issued SoAs or qualifications to the student.
If the partner is a RTO then a Statement of Attainment will be issued by the RTO undertaking the
training/assessment on TACs behalf.
This SoA will then be recognised under TAC Credit Transfer policy and procedure.
Policy and Procedure Development
1. Purpose
For the purposes of this policy, Policy and Procedure documents relate to individual aspects of TAC
operations aligned with the requirements of the VET Quality Framework and in particular the Standards for
NVR Registered Training Organisations.
This policy and procedure has been created to ensure consistency in policy and procedure documentation
and issue.
2. Policy and Procedures
TAC has various policy and procedures in place which are accessed via the intranet by staff and for students
as required.
These are presented in two ways: individual policy and procedures or via the complete document as the
Policy and Procedure Manual.
These documents are to be kept current by the Quality and Compliance Manager.
3. Individual Department/Faculty Policy and Procedures
Each faculty or department will keep separate to the Policy and Procedure Manual, procedural documents
that affect only their own work requirements.
4. Policy and Procedure Creation
As part of TAC continuing improvement process, any staff member can recommend that a Policy and
Procedure is required to cover an aspect of TAC wide operations as an RTO. Such requests will come through
the Continuous Improvement process in place.
If a Policy and Procedure is required the decision to create such a document is taken by either the CEO,
General Manager or Quality and Compliance Manger.
Creation of a new Policy and Procedure is undertaken by the Quality and Compliance Manager with content
input from the request originator as to the content and procedure required.
5. Procedure
These procedural steps apply for both a new or revision to an existing Policy and Procedure.
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Staff member will consult with relevant Head of Faculty or Department Head as to the need for a
college wide Policy and Procedure to be created. If agreed, the Faculty/Department Head will discuss
the matter with the CEO, General Manager or Quality and Compliance Manager.
If a decision is to continue the development of a new Policy and Procedure, the framework of
required text is discussed with the originator.
First draft is provided and review of this undertaken by the Quality and Compliance Manager in
consultation with the document content owner.
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Amendments are made and a final draft is prepared along with a Request to Create or Amend a
Document.
Documents are provided to the General Manager or delegate for final proof reading and checking.
Policy and Procedure is returned to the Quality and Compliance Manager, who adds appropriate
template and version control.
The individual Policy and Procedure is added to the Policy and Procedure Manual and changes added
to the intranet.
The Policy and Procedure is provided to the Chief Information Officer or delegate for uploading to
the website.
A TAC wide email is sent by the Quality and Compliance Manager advising of the new or revised
Policy and Procedure being available.
Privacy and Personal Information
1. Policy scope
This policy applies to all individuals who provide personal information to TAC for the primary purpose of
education delivery and associated government requirements and is interpreted to conform to the
requirements of the Privacy Amendment (Enhancing Privacy Protection) Act 2012 and the Privacy
Regulations 2013. The legislation is held electronically by TAC and is accessed by request to the Manager
Quality & Compliance.
2. Collection and use of information
The information that an individual provides to TAC may be shared with the Commonwealth, State
Governments and designated bodies only as required by legislation.
Some sensitive information (i.e. health, LL & N levels) is required to help our duty of care to students and
staff with all information being solicited for the intended purpose. We do not receive unsolicited
information.
Anonymity of, and use of pseudonymity by, the individual is not permitted as it is impracticable for TAC to
deal with individuals who have not identified themselves or who have used a pseudonym.
Students will have an individual student identification number which is used for identification purposes only
and if the government requires own identifier (i.e. Unique Student Identifier) this will be separate to the TAC
internal identifier.
TAC will not disclose an individual’s personal information to an individual or an organisation other than as
required by legislation unless:
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written consent has been provided by the individual to disclose personal information to another
person
 TAC believes there are reasonable grounds that the disclosure is necessary to prevent or lessen a
serious and imminent threat to the life or health of the individual or of another person
 the disclosure is reasonably necessary for the enforcement of the criminal law or of the law imposing
a pecuniary penalty, or for the purpose of the protection of the public revenue.
There are no circumstances where TAC provides any information collected to any entity that is not onshore.
Where personal information is disclosed for the purposes of enforcement of criminal law or of a law
imposing a pecuniary penalty, or for the purpose of protection of public revenue TAC will retain a record and
the circumstances in which the information has been disclosed.
TAC will not use personal information for any marketing purpose unless consent is obtained from the
individual.
TAC is required to keep information regarding qualifications gained by students for a period of 30 years. This
information is to re-issue the original qualification(s) or Statement of Attainment.
3. Australian Privacy Principles
TAC adheres to the requirements of the 13 Australian Privacy Principles from Schedule 1 of the Privacy
Amendment (Enhancing Privacy Protection) Act 2012.
A copy of the 13 Australian Privacy Principles can be downloaded from: www.oaic.gov.au being the site of
the Office of the Australian Information Commissioner.
All information is in individual student or staff files under locked access. Electronic data is held via password
protected computer access with restricted access. Staff information is held by the Human Resource Manager
and student information is held by the Student Information Management Group.
All information is disposed of when no longer required – refer to Student Record Management Policy and
Procedure.
4. VET FEE-HELP assistance
Personal information will be collected to assess an individual’s entitlement to Commonwealth assistance
under the Higher Education Support Act 2003 (HESA) and to allocate a Commonwealth Higher Education
Student Support Number (CHESSN). TAC will disclose personal information as required to the appropriate
Commonwealth Department for this purpose, who will store such personal information in the VET FEE-HELP
database. As VET FEE-HELP assistance relates to government student loans personal information will also be
disclosed to the Australian Taxation Office (ATO).
The Request for VET FEE-HELP Assistance form is a Commonwealth record, subject to the Archives Act 1983
which is required to be kept for 7 years after the student has completed their course, this does not include
the student’s TFN.
Further information can be obtained from:
http://www.innovation.gov.au/HigherEducation/TertiaryEducation/ProviderInformation/ApprovedVETProvid
erInformation/Pages/default.aspx
5. Students receiving Centrelink payments
On request TAC must provide to Centrelink personal information regarding students that are enrolled in
Centrelink student payment approved courses. This includes evidence of enrolment, attendance and course
progression.
6. Access to personal information
Students are entitled to have access to their student record on request and there is no charge for this access.
To facilitate this, students who request to access their records are to be provided with this access at the
earliest opportunity.
They may view their record in the presence of a representative from TAC.
Students who wish to access or peruse their computerised or paper record retained by TAC will be permitted
to do so during office hours (9am to 5pm, Monday to Friday). Access will need to be arranged prior with the
Head of Faculty and Student Information Management Manager. Records may not be removed from TAC.
Students are permitted to take notes on information appearing on their record.
The file remains the property of TAC and is to be retained to comply with regulatory requirements. Requests
by students to access records are to be dealt with quickly and in a friendly and professional manner.
If an individual identifies that there is error with the personal information being kept by TAC a request to
amend the information can be made. Corrections will be made within seven days from the error being
identified and a notation will be made on the individuals file.
Written requests should be sent to:
Student Information Management Manager
87 Bay Street
GLEBE NSW 2037
The Student Information Management Manager will process this request within seven days on receipt of the
written request.
7. Staff access to records
Staff are entitled to have access to their records on request and there is no charge for this access. To
facilitate this, staff who request to access their records are to be provided with this access at the earliest
opportunity as determined by Human Resource Manager.
They may view their record in the presence of a representative from TAC.
Records may not be removed from TAC. Staff are permitted to take notes on information appearing on their
record.
The file remains the property of TAC and is to be retained to comply with regulatory requirements.
Staff can request any outdated or inaccurate information be corrected in their staff file.
TAC has an open and transparent methodology in the collection and maintenance of records.
If a complaint is raised in regard to the Privacy of Personal information, the complainant may in writing
provide their compliant to the General Manager who will respond as per TAC Grievance and Appeal policy
and procedure.
8. Australian Privacy Principles
Australian Privacy Principle 1 — Open and transparent management of personal information
Australian Privacy Principle 2 —Anonymity and pseudonymity
Australian Privacy Principle 3 — Collection of solicited personal information
Australian Privacy Principle 4 —Dealing with unsolicited personal information
Australian Privacy Principle 5 — Notification of the collection of personal information
Australian Privacy Principle 6 — Use or disclosure of personal information
Australian Privacy Principle 7 — Direct marketing
Australian Privacy Principle 8 — Cross-border disclosure of personal information
Australian Privacy Principle 9 — Adoption, use or disclosure of government related identifiers
Australian Privacy Principle 10 — Quality of personal information
Australian Privacy Principle 11 — Security of personal information
Australian Privacy Principle 12 — Access to personal information
Australian Privacy Principle 13 — Correction of personal information
Professional Development
1. Purpose
To affirm the entitlement of all employees to targeted professional development and to provide information
on various professional and capability development options that may be utilised with and by all employees.
In providing professional development opportunities TAC recognises that learning occurs over time and is
best when it is experiential and embedded in workplace practices that emphasise personal growth,
collaborative learning, cross-cultural training, timeliness, inclusiveness and relevance.
2. NVR Standards
The Standards for NVR Registered Training Organisations 2012 are explicit in the requirements of trainer
professional development.
NVR Standard 15.4
Training and assessment is delivered by trainers and assessors who:
(a) have the necessary training and assessment competencies as determined by the National Skills Standards
Council or its successors; and
(b) have the relevant vocational competencies at least to the level being delivered or assessed; and
(c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken;
and
(d) continue to develop their vocational education and training (VET) knowledge and skills as well as their
industry currency and trainer/assessor competence.
3. Performance Development
Section 5 Performance Development of the Staff Management Policy states “As part of it overall continuous
improvement system designed to improve its delivery of educational services, TAC has a program of
continuing performance development for its trainers which includes:
1
Regular Professional Development days designed to enhance or acquire skills required to maintain
productivity and competency.
2
Annual performance reviews and annual performance planning, with quarterly progress meetings”.
TAC provides professional development days for training staff throughout the year and staff are encouraged
also to obtain external professional development opportunities such as
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team teaching and assessing
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participating in training opportunities
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networking with other training providers
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subscribing to trade magazines
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attending industry conferences
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liaising with the relevant Industries Skills Council
4. Record of Continuing Professional Development
All trainers are to self-manage their Record of Continuing Professional Development document, recording
professional development under the heading of:
Date
Activity Type
Presenter
Topic
This document is to be completed and provided to Human Resources each December for filing in their
employee records with a second copy provided to Quality and Compliance to compile into one continuous
folder to show the combined professional development of trainers.
A hard copy folder held with Quality and Compliance has copies of the information provided at each TAC
organised professional development event, which includes the attendance list and program. Electronically
held information regarding each professional development event is also held by Quality and Compliance.
All non-training staff are encouraged to participate in professional development relative to their area of
expertise and interest and discussion pertaining to these events are included in the annual review by the
Human Resources department.
Assessors benefit from industry input in the assessment validation undertaken yearly and Heads of Faculty
interact with industry in the development of the Training and Assessment Strategies.
This policy relates to NVR Standard(s): 15.4; 17; 20
Recognition of Prior Learning (RPL)
trading as the Australasian College Broadway (TAC) (National provider code: 6980) must recognise
Recognition of Prior Learning for individuals who have had previous formal and informal learning which when
assessed have achieved the required learning outcomes in order to gain competency for a unit/s or
qualification.
1. Procedure
The total RPL kit developed by TAC is in three sections:
Section 1 – Application Pack (for candidates)
Section 2 – Unit Evidence Pack (for candidates; received at interview)
Section 3 – Assessor Recording Pack (for college use)
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Application for Recognition of Prior Learning begins by ticking the RPL/credit transfer box when
completing TAC’s application form.
The Enrolment Officer will notify relevant Head of Faculty as to the student’s intention for RPL
application.
The Head of Faculty will provide the candidate with the Application Pack (Section 1 of the kit).
The applicant provides more specific indication of the units they are wishing to apply RPL on the
application form, which is returned to the Head of Faculty.
The Head of Faculty will contact and meet with the candidate to discuss the application and explain
the RPL process in more detail applicable to the candidate’s individual circumstances.
Head of Faculty provides a customized RPL Unit Evidence Pack (Section 2 of the RPL kit)
The candidate will be required to complete the Unit Evidence Pack and submit valid, sufficient,
current and authentic evidence that meets the unit requirements to demonstrate competence.
All evidence must be submitted within 3 months from application.
The candidate may be required to undergo additional assessment such as a practical skill
demonstration if evidence is not sufficient.
The assessor (generally the Head of Faculty) completes the Assessor Recording Pack (Section 3 of the
RPL kit).
The candidate will be advised in writing of the outcome and the course is adjusted as required.
A candidate wanting to appeal a decision can do so by referring to TAC’s grievance policies.
Within the Application Pack is the information the candidate will need in understanding the initial process of
application as the pack contains:
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Initial information of the RPL steps
Glossary of terms
Evidence that may be required
Appeals policy and procedures
Application for recognition form
Self-assessment of units applying for
Referees contact information.
The personal interview with the Head of Faculty is required to better understand the candidate’s intention
and circumstances to inform the units that may be applied for.
The Head of Faculty provides the required units in the Unit Evidence pack which has the unit information that
the candidate is required to show evidence against.
The individual cost is calculated per unit of competency being applied for (generally $250 per unit) and
advised to the candidate.
2. Ongoing Improvement
The Recognition of Prior Learning process will be assessed and revised yearly and as required if earlier.
The RPL process in being candidate centred is subject to ongoing improvement as notified from the
validation exercise and via ad hoc feedback from candidates and assessors using the process.
The following page has a schematic overview of the RPL process.
3. Flow chart of RPL Process
Complete the application form
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Meet with Head of Faculty
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Receive the RPL Unit Evidence Pack
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Assemble evidence
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Submit evidence
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Additional assessment (if required)
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Result
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RPL granted
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Advised in writing
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Recorded on file
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Course adjustment made
as required
RPL declined
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Option to appeal
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Outcome recorded on file
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Course adjustment made
as required if successful
Re-Crediting a VET FEE-HELP Balance
1. Policy
MHM Australasia Pty Limited (TAC) will conduct this procedure in compliance with Schedule 1A of the Higher
Education Support Act 2003 (HESA) and the VET Provider Guidelines.
For the purposes of this procedure an eligible student is an Australian citizen or an Australian resident
permanent humanitarian visa holder enrolled in a VET FEE-HELP enabled course with TAC.
TAC will ensure that all eligible students are informed of the census dates for each VET unit of study by the
prescribed dates and the procedures for the re-crediting of a VET FEE-HELP balance.
If an eligible student who has requested VET FEE-HELP assistance withdraws from a VET unit of study on or
before the census date for that VET unit of study, the eligible student will not incur a VET FEE-HELP debt for
that VET unit of study.
If an eligible student who has requested VET FEE-HELP assistance withdraws from a VET unit of study after
the census date for that VET unit of study, the eligible student will incur a VET FEE-HELP debt for that VET
unit of study.
2. Re-crediting a student’s VET FEE-HELP balance
If a student withdraws from a VET unit of study after census date, or has been unable to successfully
complete a VET unit of study, and believes this was due to special circumstances then the student may apply
to have their VET FEE-HELP balance re-credited for the affected units.
TAC will re-credit the student’s VET FEE-HELP balance if it is satisfied that special circumstances apply that:



are beyond the student’s control; and
did not make their full impact on the student until on or after the census date for the VET unit of
study in question;
make it impractical for the student to complete the requirements for that VET unit of study.
TAC will be satisfied that a student’s circumstances are beyond the student’s control if a situation occurs that
a reasonable person would consider is not due to the person’s action or inaction, either direct or indirect,
and for which the student is not responsible. The situation must be unusual, uncommon or abnormal.
Each application will be examined and determined on its merits by considering a student’s claim together
with independent supporting documentation substantiating the claim. Initial applications for the re-crediting
of a student’s VET FEE-HELP balance are to be made, in writing, to:
VET FEE-HELP Administrator
1/87 Bay Street GLEBE NSW 2037
The VET FEE-HELP Administrator is also the Student Information Management Manager.
The procedure for the re-crediting of a VET FEE-HELP balance is as follows:
(a) when a student withdraws from a VET unit of study, TAC shall confirm the withdrawal by giving
notice to the student in writing stating the date at which the withdrawal has taken effect;
(b) when a student fails to meet the requirements of a VET unit of study, TAC shall confirm the failure
by giving notice to the student in writing of the final result for that VET unit of study after results
for the VET unit of study have been properly approved;
(c) the student must apply in writing to the VET FEE-HELP Administrator within 12 months from the
date specified in the notice as the day of withdrawal or the date of receiving their final results for
the VET unit of study. TAC may exercise its discretion to waive this requirement if in its opinion it
was not possible for the application to be made before the end of the 12 month period;
(d) The VET FEE-HELP Administrator shall advise the student of the outcome of the application within
28 days stating the reasons for the decision;
(e) The VET FEE-HELP Administrator shall also advise the student of their rights for a review of the
decision if they are not satisfied with its outcome.
The VET FEE-HELP Administrator will consider the application and will agree to such requests if they are
satisfied that there were special circumstances in the student’s case. If a decision is made to re-credit the
student’s VET FEE-HELP balance, TAC will notify required authorities (i.e. Australian Taxation Office) and will
repay to the Commonwealth any VET FEE-HELP assistance received on the student’s behalf and the student’s
VET FEE-HELP debt for those units of study will be removed.
3. Review of a decision
If a student is not satisfied with the decision made by the VET FEE-HELP Administrator in relation to recrediting their VET FEE-HELP balance they may request a review of the decision.
The review shall be carried out by the Review Officer (CEO) who is senior to the original decision maker. Any
such request must be submitted to the Review Officer in writing and:
(a) must be lodged within 28 days of receiving notice of the original decision, unless the CEO allows
a longer period; and
(b) must specify the reasons for making the request.
The Review Officer is:
1/87 Bay Street
GLEBE NSW 2037
The Review Officer shall acknowledge receipt of an application for a review of the refusal to re-credit a VET
FEE-HELP balance in writing and inform the applicant that if the Review Officer has not advised the applicant
of a decision within 45 days of having received the application for review, the Review Officer is taken to have
confirmed the original decision. This notice shall also advise the applicant that they have the right to apply to
the Administrative Appeals Tribunal for a review of the decision and will provide the contact details of the
closest Administrative Appeals Tribunal Registry and the approximate costs of lodging an appeal.
The Review Officer shall:
(a) seek all relevant information from the person who made the original decision;
(b) review the case within three weeks and advise the student of the decision in writing giving the
reasons for the reviewer’s decision.
The Review Officer may:
(a) confirm the original decision;
(b) vary the original decision; or
(c)
set the original decision aside and substitute a new decision;
The Review Officer will give written notice of the decision setting out the reasons for the decision. The
applicant shall also be advised in the decision of the right to apply to the Administrative Appeals Tribunal for
a review of the decision; and be provided with the contact details of the closest Administrative Appeals
Tribunal Registry and the approximate costs of lodging an appeal.
Where a student is dissatisfied with the reviewed decision they may apply to the Administrative Appeals
Tribunal for consideration of TAC’s decision to refuse to re-credit their VET FEE-HELP balance. The student
may supply additional information to the Administrative Appeals Tribunal which they did not previously
supply to TAC either in the original application or the request for review.
The direct link for the Administrative Appeals Tribunal ‘Applying for Review’ information is:
http://aat.gov.au/ApplyingForAReview/WhenCanTheAATHelp.htm
The direct link for the Administrative Appeals Tribunal ‘Forms and Fees’ information is:
http://www.aat.gov.au/FormsAndFees/Fees.htm#reduced
(The full fee as of January 2014 is $816.00, which may be reduced by the AAT Registrar)
This policy relates to NVR Standard(s): 16.1; 16.3; 16.7; 17.1; 17.4; 22.2
Refund Policy
1. Non VET FEE-HELP Enabled Course
1.1 Scope
trading as The Australasian College Broadway (TAC) must provide TAC’s refund policy applicable to students
enrolled in TAC.
This policy applies to full fee paying students who are enrolled in TAC. This refund policy is not applicable to
students that who have applied for VET FEE-HELP assistance, are eligible and are enrolled in a VET FEE-HELP
course of study.
1.2 Policy
The course cost fee is made up of two components. Registration represents 20% of the fee and is nonrefundable. The remaining 80% of the total fee represents the tuition fee. Once a student has paid a deposit,
or paid for their course in full, it is understood that the student has seriously considered all aspects of their
chosen career path and has made a commitment to TAC to complete their course. On receipt of such money
and commitment, TAC has financial procedures to ensure adequate staff is employed; resources, materials,
products and equipment are available for the number of students enrolled. All refund applications must be
discussed with the CEO.
In the event that a student wants to cancel their course 28 days prior to the course commencement, all prepaid tuition fees are fully refunded. This excludes the 20% registration fee which as stated is not refundable.
In the event that a student wants to cancel their enrolment in the course having given less than 28 days’
notice prior to the course commencement date, no refund will be given.
No refunds will be made after the course commences unless TAC defaults in the delivery of the course (see
guarantee).
Refunds will be paid within 14 days after TAC receives the written request and it is assessed. All refunds will
be paid to the person named on the enrolment form unless TAC is advised in writing by the person named on
the enrolment form to pay the refund to someone else. Students under 18, refunds will be paid to the parent
or guardian named on the enrolment form. Refunds will be paid in Australian dollars (AUD$) and a written
statement detailing how any refund amount has been calculated will be provided.
Requests for a refund based on extenuating or compassionate circumstances will be considered on a case-bycase basis.
If an enrolment is cancelled by TAC for breaching the Student Code of Conduct, no refund of the tuition fee
will be given.
Outcome of the application is to be provided to the applicant in writing within 14 days from TAC receiving
the refund request.
If a refund is granted, payment will be made by electronic transfer into the applicant’s nominated bank
account.
1.3 Definitions
Guarantee
Start date
Refers to TAC’s guarantee that the course will be delivered. In the
event that the course cannot be delivered a student will be placed in a
suitable alternative course within the RTO or in an external RTO
delivering the same course. If this cannot be arranged, the student will
be entitled to a refund of the portion of the course content tuition not
delivered.
Refers to the start date of the course as appears on the Letter of Offer
provided to each student when accepted into TAC /course.
1.4 Procedure
Application for a refund is to be put in writing to:
87 Bay Street
GLEBE NSW 2037
2.
Refund Policy – VET FEE-HELP Enabled Course
2.1 Scope
trading as the Australasian College Broadway (TAC) must provide TAC’s refund policy applicable to VET FEEHELP.
This policy applies to eligible students who are enrolled in VET FEE-HELP enabled course/s.
An eligible student under HESA is:
 an Australian citizen or a permanent humanitarian visa holder who will be resident in Australian for
the unit of study enrolled in.
2.2 Procedure
Request to withdraw from a unit/s of study must be put in writing to the Sales and Marketing Manager. (See
Student Withdrawal policy and procedure).
Where tuition fees are being paid in instalments and by census date the student is either ineligible or
evidence of illegibility for VET-FEE HELP assistance has not been provided to TAC no refund will be given.
1. In the event of a student withdrawing from a VET FEE-HELP unit of study prior to the census date for
that VET FEE-HELP unit of study:
a. 100% of the tuition fees paid for that FEE-HELP unit of study will be refunded to the student;
and
b. the student will not incur a VET FEE-HELP debt.
2. In the event of a student withdrawing from a VET FEE-HELP unit of study after the census date for
that VET FEE-HELP unit of study:
a. no refund is applicable; and
b. the student will incur a VET FEE-HELP debt.
3. A student who withdraws after the census date for a VET FEE-HELP unit of study, may apply for
special consideration in line with the Student Review Procedures for Re-crediting a FEE-HELP Balance.
4. TAC’s current Student Review Procedures for Re-Crediting a FEE-HELP Balance, is available to
students and prospective students on TAC website: www.tac.edu.au
The ‘census date/s’ for each unit of study is reflected in the Schedule of Tuition Fees and census dates are
provided to all students at time of application.
Where a refund is applicable, it will be paid within 14 days after TAC receives the written request and only if
the census date has not been reached. Any refund will be paid to the person named in the student’s
enrolment unless TAC is advised in writing by the student to pay the refund to someone else. Refunds will be
paid in Australian dollars (AUD$) and a written statement detailing how any refund amount has been
calculated will be provided.
If a student’s enrolment is cancelled by TAC for breaching the Student Code of Conduct, no refund of the
tuition fee will be given once the census date for the VET FEE-HELP unit/s of study enrolled have been
reached.
Application for refund is to be put in writing to:
87 Bay Street
GLEBE NSW 2037
Outcome decision is to be provided to the student in writing within 14 days from TAC receiving the refund
request.
2.3 Definitions
Withdrawal
Refers to withdrawal from a Unit of Study for the purposes of VET FEEHELP loan assistance.
HESA
Higher Education Support Act 2003
Unit of Study
Terminology used by the Australian government to define a Unit of
Study (which can include one or more units of competency) for the
purposes of VET FEE-HELP. This has no relevance to the actual
qualification or to the units of competency in order to gain the award
Start date
The start date is the start date of the course as provided to each
student when accepted into TAC /course.
Risk Management
1. Policy
This Risk Management Policy and Procedure provides a commitment to a culture in which opportunities may
be seized, and risks may be taken, in a risk aware way across the operation of TAC, with risk management
being integral to management practice.
TAC is committed to building an organisational culture where risk awareness and active, effective risk
management form an integral part of all activities and are a core management capability and responsibility.
TAC identifies and controls all possible and potential risks associated with its operation of a Registered
Training Organisation and the maintaining of compliance.
Identification and analysis of risks will be completed in accordance with the Risk Management Procedure,
and is included in the Risk Assessment Matrix.
Risk management is the systematic management of activities that involve a material degree of risk of loss or
other damage to TAC. The purpose of this plan is to ensure that risk identification, assessment and mitigation
are incorporated into the planning and management processes of the organisation to minimise risk and
improve performance.
Each operational area of the College will construct an Operational Area Risk Management Plan to identify
possible risks and the mitigation action taken to control or remove the risk.
Risks can emanate from internal and external sources. Risks can include issues such as client dissatisfaction,
adverse publicity, physical safety and security of staff, low performing management and staff, equipment or
computer failure, legal and contractual matters. It is not possible to have a totally risk free environment.
Many decisions involve managing risks according to TAC assessment of what constitutes an acceptable level
of risk and its judgments about the costs and benefits of particular courses of action.
TAC objectives in adopting a risk management plan are to:
 Ensure that the major risks faced by TAC are identified, understood and appropriately managed;

Ensure that TAC planning and operational processes focus on areas where risk management is
needed; and

Create an environment where staff takes responsibility for identifying and managing risk.
2. Procedure
This procedure expresses our commitment to manage risks in accordance with a systematic risk management
process encompassing:
 The identification of potential risks.
 The analysis of potential risks.
 The assessment and prioritising of potential risks.
 The development of a risk management matrix to treat risks.
 The monitoring of risks and review of risk management strategies.
 The provision of feedback to improve risk management.
 Integration of risk management into our business planning and monitoring processes.
We recognise the need to prioritise the treatment of risk, to concentrate on those risks that have a greater
likelihood of occurring and/or more severe consequences when they do.
The matrix shown below is derived from the Australian Standard for Risk Management and indicates
management action prescribed within our organisation to address categories of risk:
3. Risk matrix
Consequences
Likelihood
Insignificant
Minor
Moderate
Major
Catastrophic
Almost certain
High Risk
High Risk
Extreme Risk
Extreme Risk
Extreme Risk
Likely
Moderate Risk
High Risk
High Risk
Extreme Risk
Extreme Risk
Possible
Low Risk
Moderate
Risk
High Risk
Extreme Risk
Extreme Risk
Unlikely
Low Risk
Low Risk
Moderate
Risk
High Risk
Extreme Risk
Rare
Low Risk
Low Risk
Moderate
Risk
High Risk
High Risk
Our response to risk:
 Extreme risk - all possible action is taken to avoid and insure against these risks.
 High risk – management is accountable and responsible for ensuring that these risks are managed
effectively.
 Moderate risk - accountability and responsibility for effective management of these risks is delegated to
staff at an appropriate level.
 Low risk - these risks are managed in the course of routine procedures, with regular review and reporting
through management processes.
4. Mitigation
Risk is identified and/or reviewed at regular meetings at a faculty or department level with escalation as
required through Heads of Faculty or Senior Management Team Meetings with the CEO. This is to ensure
that risk is managed in a timely manner and that the team is totally involved within the entire risk
management process.
TAC has a separate Workplace Health & Safety Manual which outlines how we manage and undertake these
specific WH&S responsibilities.
5. Risk ratings
Description
Rating
Slight inconvenience/difficulty in operational performance of a specific area of the Low
College.
Some accountability implications for the specific area of the College, but would not
affect the College’s ability to meet key operational requirements.
Recovery from such consequences would be handled quickly without the need to divert
resources from core activity areas.
Public perceptions of the College may alter slightly, but no significant damage or
disruption occurs.
Operational performance of the College would be compromised to the extent that Moderate
revised planning would be required to overcome difficulties experienced by a specific
area of the College.
The College would experience some minor difficulty in complying with key regulatory
requirements, which would require immediate revision with achieved recovery.
Stakeholders may experience some difficulty pursuing their rights and entitlements.
Considerable adverse public reaction may result in some damage and disruption to the
College.
Operational performance of a specific area of the College would be affected with the High
College possibly unable to meet a major portion of its obligations and liabilities. The
College’s asset/resource base may be significantly depleted.
Recovering from consequences would be highly complicated and time consuming.
Stakeholders would be unable to pursue their rights and entitlements.
Public reaction would result in major disruptions.
The College would be rendered dysfunctional in some manner.
Extreme
Operational performance would be compromised to the extent that the College is
unable to meet obligations and liabilities in some activity areas.
Severe accountability implications would result in the College possibly being unable to
meet regulatory requirements.
The College would incur significant financial losses.
The College would be unable to recover from such consequences in time; however
stakeholders would possibly face major consequences.
Major adverse repercussions would affect the public standing of the College.
The College would not be able to comply with many of its regulatory requirements
effectively.
Staff Management Policy
1. scope
TAC places a high priority on attracting, recruiting and retaining skilled and competent staff in order to
continue to deliver quality outcomes to its students. As such, it has dedicated process and resources to assist
in managing its workforce to ensure ongoing the productivity and sustainability of its operations.
2. Recruitment of Staff
TAC is an equal opportunity employer and bases its recruitment decisions on merit, factoring in
qualifications, experience and the competency required for each position. Employment decisions are not
based on unlawful grounds of discrimination such as gender, race, sexual orientation, religion, age or
disability.
TAC has structured recruitment processes which are maintained and managed by its Human Resources
department and implemented in conjunction with recruiting managers. These processes include:
1
2
3
4
5
An ‘authority to recruit’ process whereby the creation of new positions within the organisational
structure are authorised by the CEO. This process requires the business case for the new position, a
documented position description with selection criteria, which include the qualifications necessary
for the particular role.
An ‘authority to recruit’ process to fill vacancies for existing positions. This process includes a review
of the position to ensure appropriateness to organisational needs and a review of the position
description and selection criteria.
A selection procedure which encompasses internal / external advertising, behavioural-based panel
interview/s, relevant assessments, reference checks and qualification verification, and
communication with unsuccessful applicants. Records of the selection process are maintained by
Human Resources in personnel files.
Request for Contract of Employment/New Starter Authorisation form completed by human
Resources and approved by CEO.
An offer of employment and the issuing of TAC’s employment contract. An executed copy of this
employment contract is stored in the employee’s personnel file.
3. Qualifications
Where applicable, successful applicants must hold the qualifications stipulated in the selection criteria for
the position. Applicants are to provide evidence of their qualifications by providing a certified copy at first
interview or providing the original for the interviewer/s to sight and copy at first interview. For successful
applicants, copies are maintained in personnel files. Where necessary, TAC will verify qualifications and
details of the verification process will be stored in the employee’s personnel file.
TAC’s recruitment processes ensure that staff are employed with the qualifications and experience required
by the National Standards, AQF and relevant training packages. To this end, all educators (trainers and
assessors) will hold a TAE 40110 Certificate IV in Workplace Training & Assessment (or current equivalent),
hold the actual qualification they will deliver and have current industry knowledge.
In some cases trainers may be hired initially without the TAE40110 qualification while they obtain such
qualification and will be under the supervisor of a qualified trainer/assessor. A Trainer Direct Supervision
Plan will be undertaken along with the completion of a Trainer Direct Supervision Meeting Record.
Such supervised trainers will complete at least the Enterprise Trainer Skill Set or the complete TAE
qualification.
4. Staff Induction
All new staff complete TAC’s Staff Orientation Program which includes the following elements:
Week 1
1
2
Introduction to the organisation, its mission, vision, values and strategic priorities.
A review of the employee’s position description and clarification of expectations and key
performance indicators.
3 Introduction to the TAC team and departmental facilities.
4 An introduction to the regulatory environment for vocational education and training including AQF
requirements and responsibilities and other relevant legislation.
5 College facilities including building facilities, general introduction to information and
communications technology, and site safety (emergency procedures, etc.)
Weeks 2 to 12
6
Workplace policies covering equal employment opportunity, bullying, harassment and
discrimination, conditions of employment, performance development, disciplinary processes,
workplace health and safety and other related policies.
7 Operational procedures relevant to the role.
8 Other specific requirements for the role e.g., particular software.
The completion of the staff orientation program is monitored by the employee’s line manager who updates
the Staff Induction Checklist to record progress. The program is required to be completed in accordance with
the timetable developed upon commenced.
During an employee’s first three months of employment, the line manager conducts a probationary review to
monitor performance, provide feedback and ensure that induction training is progressing towards
completion.
5. Performance Development
As part of it overall continuous improvement system designed to improve its delivery of educational services,
TAC has a program of continuing performance development for its staff which includes:
3
Professional Development days, for which attendance is compulsory, are designed to enhance or
acquire skills required to maintain productivity and competency.
4
Annual performance reviews and annual performance planning, with quarterly progress meetings.
The annual performance review identifies achievements and challenges faced by each employee
over the previous year. Performance is measured against previously agreed performance targets and
evidence of performance is gathered from a number of sources including line manager feedback,
student evaluation surveys, student retention figures and students results for trainers.
The annual performance plan identifies and documents agreed performance targets and professional
development needs for the coming year. A range of professional development activities are
available to all staff and include attending training courses, professional reading, attending
conferences or industry functions or mentoring.
The annual performance plan is supported by a process of quarterly progress reviews for each
employee. At these informal reviews, progress towards achieving performance targets and
completion of professional development activities is discussed between employee and line manager.
5
A Professional Development Policy (contained in the Workplace Handbook) under which employees
can apply for assistance with professional development activities.
6
A requirement for all educators to maintain currency with industry knowledge and technical
expertise. Evidence of this is provided by each educator on an annual basis and stored in the
personnel file.
7
The maintenance of a staff matrix for educators detailing all professional development activities.
All line managers are provided with training on performance development and are provided with
ongoing support as required.
Student Code of Conduct
Purpose
The purpose of this policy is to advise students enrolled at MHM Australasia Pty Ltd trading as the
Australasian College Broadway (TAC ) (National provider code: 6980) of TAC ’s Student Code of Conduct.
Student Code of Conduct scope
This Student Code applies to all students enrolled at TAC. A breach of the Student Code of Conduct may
result in either suspension or cancellation of enrolment.
The following appears in the student handbook.
Student Code of Conduct
Whilst I remain a student at TAC it is my responsibility to:
 Attend class regularly, punctually and advise TAC of any absences.
 Maintain study as per course timetable.
 Maintain attendance across the duration of the course.
 Wear TAC uniform and comply with TAC’s dress code.
 Comply with and assist in TAC’s emergency procedures.
 Conduct myself in a safe and healthy manner and behave in a manner which prevents injury and disease
to myself, my trainer, models and fellow students.
 Identify and report to a trainer any possible hazards from equipment, facilities and the environment.
 Pay fees on or before the due date.
 Ensure non-discriminatory or harassing behaviour to other students, staff or visitors to the school.
 Report any discriminatory behaviour or harassment to a trainer.
 Register complaints, disputes or grievance with a trainer or other staff member.
 Refrain from smoking anywhere in TAC building or immediate vicinity (e.g. outside the building).
 Refrain from drinking and/or eating in the classrooms and salons.
 Refrain from unacceptable behaviour including the use of bad language.
 Refrain from taking or supplying any non-prescription drugs and/or alcohol.
 Refrain from the use of devices which may disrupt class’s e.g. mobile phones and pagers unless discussed
with my trainer.
 Not to leave TAC without notifying my trainer.
 Comply with the assessment information and process.
 Abide by TAC Policies & Procedures outlined in the Student Handbook.
 Notify TAC in writing within 7 days of any change of address and contact details.
Students not following the Student Code of Conduct will face disciplinary action which may result in
suspending or cancelling the student’s enrolment.
Student Enrolment
This policy simply outlines the process by which we enrol students into the courses on the scope of
registration.
 Applicant contacts TAC by telephone, fax, email, on-line or in person.
 College follows-up with phone call or email to applicant to identify needs.
 Applicant is invited in for a personal interview.
 Applicant is provided with the Course Information Brochure/s detailing information on TAC, fee
structure and refund policy. (These are available on the website).
 Applicant is advised of the Student Information Handbook (also available on the website).
 Applicant completes and signs enrolment form, which has required AVETMISS data collection
questions.
 Applicant is enrolled as a student, given an identification number and a database record is
established.
 Student attends an orientation prior to commencing the course.
Enrolment of students under 18 years
Enrolment of students under 18 years of age require parent/guardian permission and are required to attend
the interview and we obtain their written permission for the prospective student to enrol understanding all
the rights and responsibilities.
Fee payment
Prospective students are advised of the course fee and any other fees associated with their enrolment.
Payment terms are explained and a college wide Student Payment Plan is entered into if required.
TAC abides by the requirements of NVR Standard 22.3 in regard to fees paid in advance.
VET FEE-HELP is available for Diploma and above courses and all applicable information is provided.
AVETMISS data collection
We collect from each enrolling student, all information required by The Standing Council on Tertiary
Education, Skills and Employment (SCOTESE) in the collection of full data via the Australian Vocational
Education and Training Management Information Statistical Standard (AVETMISS).
This data will be reported to the National VET Provider Collection.
Our student management system EduPoint is fully compliant with all AVETMISS data collection requirements.
Once enrolled
All students have an orientation program provided where all requirements, rights and obligations are
explained with students signing a Declaration of Understanding and Student Acknowledgement.
TRAINING GUARANTEE
TAC guarantees that students commencing courses will have the course delivered as per the agreement
entered into. If for some reason TAC is unable to fulfil this agreement, TAC will have the student transferred
to another course or to another RTO to complete the course commenced as per the students request or
refund of the unused tuition fee remaining in the course.
Student Deferment
1. Scope
The purpose of this policy is to acknowledge that at times a student may need to defer their commenced
studies to a later time.
This Policy and Procedure outlines the process for student and staff to take in such a situation.
This policy and procedure relates only to students who have commenced their studies at TAC. If a student
wishes to defer their actual start date, this is an administrative function of postponing the start date by the
enrolment team and is not part of this policy and procedure.
2. Deferment period
Only one deferment will be granted per course or per VET FEE-HELP enabled unit of study.
Each deferment of study can only be granted for a maximum of 6 (six) month period.
3. Procedure
Students considering deferring their studies at TAC are required to meet with the Head of Faculty to discuss
this decision and to be made aware of the consequences of such a decision.
Deferment requests must be based on exceptional and/or special circumstances (see below) and are
considered on an individual case by case basis.
At this interview, if the student remains confident that deferment of their studies is the action required to be
taken, then a formal request for deferment in writing using the Request for Study Deferment form (available
from the Head of Faculty and/or provided in the forms rack at main reception).
Where applicable, supporting documentation must be included with the written notification.
Post interview the Head of Faculty will provide the relevant documentation to the Sales and Marketing
Manager, who may request an interview with the student.
Students may have a support person present at the scheduled meeting(s) and those students under the age
of 18 years, require the parent or guardian to be present at any such meeting in regards to deferment.
All requests for deferment must be made in writing on appropriate form to the Head of Faculty.
Head of Faculty discusses the proposed deferment with the student.
Head of Faculty notifies the Sales and Marketing Manager with all relevant documentation.
Sales and Marketing Manager may interview the student in regard to the request and to ensure the student
is aware of any consequences resulting from the deferment.
Any request for a deferment will be agreed to by the RTO General Manager or delegate.
Students will be notified within 7 business days in writing of the outcome of their request to defer their
studies in a course or VET FEE-HELP unit of study. (This notification can be the completed Request for Study
Deferment form).
If the request for deferment is granted, an agreed date of recommencement of studies will be recorded in
the student file and recorded on the Student Management database by the Student Information
Management Group.
4. Exceptional circumstance
TAC needs to be satisfied that special and/or exceptional circumstances apply for the deferral, so
the student must be able to prove that the circumstances:

were beyond their control; and

did not make their full impact until after the commencement date; and

made it impracticable to complete the unit(s) of study requirements at this time.
An exceptional or special circumstance does not include when the student changes their mind, wanting to
work, or such reasoning.
5. Recommencement of Studies
1. Students need to advise the College at least one (1) month prior to the recommencement date
indicating their return or if the agreed recommencement date is required to be varied. (This does not
mean a continued deferment).
2. In the event that no communication is received from the student one month prior to the
recommencement date, a letter will be sent to the student seeking instructions as to their intentions to
continue with their course/ unit(s) of study.
3. Failure to respond to the College’s request one month from the date of the subject letter referred to in
item 2 above, will cause the students enrolment in the course or unit(s) of study to lapse.
4. In such a case, the student’s enrolment will be cancelled at the end of the relevant academic period.
5. If the student has passed a VET FEE-HELP census date, the student will be liable for the full fee
prepayment.
6. Any future enrolment request following the lapsed outcome (including any request for VET FEE –HELP
assistance), will be treated as a new enrolment application.
6. Records
Documented process of the procedure is recorded on the Request for Study Deferment with the relevant
sections completed by the student, Head of Faculty, Sales and Marketing Manager, General Manager and the
Student Information Management Group.
Head of Faculty will ensure all student information is entered into the Student Management System
(EduPoint) and that any paper based student file (i.e. notes written at interview) is provided in total to the
Student Information Management Group for appropriate processing.
This policy relates to NVR Standard(s): 16.1; 17.1; 20.1; 20.2; 22.2.
Student Record Management
1. Scope
Students’ records are confidential and available to the student on written request. Records of attendance,
assessment outcomes and qualifications issued are kept accurate, up-to-date and secure.
TAC is bound by a number of regulatory instruments relating to the collection, handling, storage and use of
student data. We have processes in place that complies with the Privacy Amendment (Enhancing Privacy
Protection) Act 2012 and other Acts as mentioned below.
Registered Training Organisations (RTO) are required, by law, to collect personal student data relating to
enrolments and qualifications for the purposes of ensuring compliance with regulatory instruments; and for
reporting to the National Vocational Education and Training Regulator.
Student information collected includes, but is not limited to, course enrolments, course results, personal
information and information required for administrative purposes.
All student data collected by TAC is for required purposes. TAC does not collect personal information unless
that information is materially relevant to the qualification undertaken and is necessary for reporting
purposes.
TAC does not use or disclose collected personal information about an individual unless that information is
materially relevant and necessary for the required purposes for which it is collected.
TAC takes all reasonable steps required to ensure that all personal information collected for the primary
purpose is accurate, complete and up-to-date.
TAC takes all reasonable steps to protect the personal information it collects from misuse, loss, unauthorised
access, modification or disclosure.
TAC takes all reasonable steps to destroy or permanently de-identify personal information if it is no longer
needed for the purposes for which it was collected.
The Australasian College Broadway (TAC) keeps students’ results for 30 years to enable re-issue of original
certificates and/or SoA.
The Request for VET FEE-HELP Assistance form is a Commonwealth record, subject to the Archives Act 1983
which is required to be kept for seven years after the student has completed their course, however this does
not include the student’s TFN. TAC will securely store, protect, and dispose of relevant information after the
retention period.
A written record of all grievances handled under the Grievance and Appeals policy and procedure and their
outcomes shall be maintained for a period of two years to allow all parties to the grievance appropriate
access to these records, upon written request to the CEO. These records will be maintained at Building 1, 87
Bay Street, Glebe, NSW 2037.
TAC will keep all general information in the students file for two years and then will remove and securely
dispose of this information.
All student files are kept in a secure area with no student access within the Student Information
Management Group (SIMG) lead by the Student Information Management Group Manager (SIMGM).
MHM Australasia’s student records include:
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Student enrolments and fees and/or payment plans.
Student identification (College ID number and/or Unique Student Identifier).
Correspondence with the student.
Testamur/Record of Results and/or Statement of Attainment copies.
Student attendance details for each session detailing number of hours in attendance per day.
Records of assessments that include records of formative and summative assessment of
competencies and reports of all RPL/RCC assessments.
TAC uses the EduPoint Student Management System (AVETMISS Compliant) to record all information
regarding the student’s enrolment, contact details, interviews, results and attendance. These records are
stored electronically and backed up off site yet within Australia. TAC provides no information to any off
shore entity.
All computers at MHM Australasia are password protected and all information is concurrently backed up off
site in Australia on secure severs.
Attendance.
The trainer/assessor records the number of hours per day each student is in attendance and attendance
details are entered and updated to the EduPoint data base.
Students must contact TAC by telephone when they are ill and cannot attend and provide a medical
certificate, for absences of two days or more, on return to college.
2. Guidelines for Archiving Student Files and Retrieval of Student Records
An archive system for student files is maintained in a secured room. Access restricted to staff nominated by
the CEO with no student access. Keys to the archive room are held by the SIMGM.
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Student files are presented to the SIMG for archiving.
Student file numbers are recorded in the Archive Register.
Paper based student records are maintained for two (2) years before being removed and securely
disposed of after relevant information is kept for required longer periods.
The Request for VET FEE-HELP Assistance form will be kept for 7 years from the course end date.
Student Testamur/Record of Results and/or Statement of Attainment copy is maintained and kept by
TAC for a period of 30 years from date recorded on the document.
Request for information from archived student files must be made to the SIMGM.
The file is accessed and pertanant information is retrieved as required.
At this time the Archive Register is completed, detailing the reason for the access and by whom.
The file is returned to the archive room with return date recorded on the Archive Register.
Twice yearly the SIMGM will provide a list of the files with information to be removed and securely disposed
of, leaving only information required to be kept for longer periods. This being VET FEE-HELP requirements
kept for 7 years and the qualification/SoA copy for 30 years.
3. Version Control
All documents must contain the version number and month/year of issue.
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All documents pertaining to the operation of TAC training quality system shall include a version
statement applied as document footer through word processing.
Current documents for general use are available on the intranet.
Currency of versions of documents will be maintained.
Redundant versions of documents shall be archived.
New versions shall be clearly marked with new version, which indicates that they are the latest
version when comparing with other versions.
New versions of documents can be initiated by the Manager Quality and Compliance.
See Form Usage and Version Control Policy and Procedure for details.
4. Student Access to Records
Students are entitled to have access to their academic record on written request. To facilitate this, students
who request to access their records are to be provided with this access at the earliest opportunity. They may
view their record in the presence of a representative from TAC.
The student will need to provide photo identification prior to any access being granted.
Students who wish to access or sight their computerised or paper record retained by TAC will be permitted to
do so during office hours (9am to 5pm, Monday to Friday). Access will need to be arranged prior with the
Head of Faculty and Student Information Management Group Manager.
Records may not be removed from TAC.
Students are permitted to take notes on information appearing on their record.
The student file is not to be taken away from TAC premises. There is no charge for a student to access
personal information however no photocopying or photography of any portion of the student file is
permitted.
The file remains the property of TAC and is to be retained to comply with regulatory requirements.
In complying with the Australian Privacy Principle 13; if an individual identifies that there is error with the
personal information being kept by TAC; a request to amend the information can be made. Corrections will
be made within seven days from the error being identified and a notation will be made on the individuals file.
There is no charge to correct an individual’s file.
Written requests should be sent to:
Student Information Management Manager
87 Bay Street
GLEBE NSW 2037
5. Legislation
Privacy Act 1988
Privacy Amendment (Enhancing Privacy Protection) Act 2012
Archives Act 1983
Tax File Number Guidelines 2011
These Acts regulates the manner in which we collect, handle, use, store and disclose personal information in
relation to particular purposes.
More information can be found at: www.privacy.gov.au
6. Re-issue of Testamurs, Record of Results or Statement of Attainment
A copy of the achieved Testamur and Record of Results or Statement of Attainment is kept for a period no
less than 30 years for re-issue if required.
The request for re-issue is to be addressed to:
Student Information Management Group Manager
87 Bay Street GLEBE NSW 2037
OR email to
studentinfo@tac.edu.au
The re-issue of the Testamur and Record of Results or Statement of Attainment will be the same document
as per the original document and not the current Training Package qualification. The fee is $55.00 for the reissue of each such document.
The student will need to provide photo identification prior to any re-issue being provided.
This policy relates to: 16.2; 16.6; 17.1; 17.2; 17.3 18.1; 23.3; 24.4
Student Requests
1. Scope
The scope of this policy is to ensure that TAC deals with student request in an efficient and professional
manner. All written student requests submitted will be dealt with by the appropriate officer within 10
working days of TAC’s receipt of the request.
2. Requests
Student request may be submitted in writing for the attention of the Head of Faculty or the Student
Information Management Group. The written request depending on the nature of the request can be
completed utilising current TAC documentation such as;
 Staff Appointment Form
 Student enrolment status amendment form
 Letter of withdrawal
 Confirmation of enrolment form (Centrelink)
 Request to re-enrol
 Request to replace lost or damaged kit equipment
Request to access student records
Student request submitted on non TAC documentation must include contact details of student including;
phone, email and postal address.
Written request submitted by students that are minors must be co-signed by parent or guardian.
Students can make an appointment to see Sales & Marketing staff or Heads of Faculty at the main reception.
3. Action required by Head Of Faculty or Student Information Management Group Manager
Upon receipt of written request from student the Head of Faculty (HOF) or Student Information
Management Group Manager (SIMGM) is to acknowledge receipt of the request via email or mail (if email
address is not provided) if received without the student present.
When considering what action is required to respond to the student request and depending upon nature of
request the HOF or SIMGM may if necessary consultant with other officers of TAC such as Quality &
Compliance Manager, Sales, HR, Finance.
4. Response to Student Request
When preparing a response to a student request, HOF or SIMGM is to be mindful that all external
correspondence must be signed by the CEO and those responses must be received by the student within 10
working days from the request receipt.
If part of TAC’s response to the student request requires a formal interview with the student, all interviews
with minors must be held in the presence of the minor’s parent or guardian.
This policy is supplemental to those policies relating to student grievances and appeals, student record
management, privacy and personal information policy and procedures, among others.
This policy relates to NVR Standard(s): 16.1; 16.2; 16.5; 17.1;
Student Selection
1. Policy scope
This policy applies to all prospective students applying for entry into the College. TAC student selection
process is conducted in an ethical manner. Prospective students are encouraged to apply for entry into TAC
knowing that TAC is committed to providing education and training that is responsive to the individual needs
of prospective students.
2. Student acceptance
TAC only accepts domestic students and has no CRICOS approval for any qualification on scope of
registration.
Equal access is provided irrespective of age, gender, cultural or ethnic background, disability or sexuality.
There is no minimum age for entry into a vocational education and training qualification, course or unit of
competency for students, unless prescribed by the training package or job requirements. If a prospective
student is under 18 and is permitted by law (for example: has been released from school and can provide a
Record of School Achievement [RoSA]) to apply for entry into the College, the application must be approved
and signed by the prospective student’s parent or legal guardian.
If required we may also need a letter from the previous education provider for a letter stating that the
student is no longer enrolled with them.
3. Student Interview
Application for entry into TAC is achieved by interview with a course advisor.
During the interview the prospective student is assessed on whether or not they are suitable for the course
of study and have the appropriate level of language, literacy or numeracy level required for the course they
are interested in. The prospective student is required to complete a College application form. The
prospective student is required to complete the form including (yet not limited to) the following information:
 The highest level of education achieved
 If there are any medical conditions that may impact learning
 If there are any disabilities that may impact learning
 Their level of English language proficiency
 If the client requires advice on support services, including LL&N.
During the interview the following (yet not limited to) will be provided:
 Course details including duration
 Training and assessment methods
 Fee structure and payment options and methods
 Process for recognising credit transfer and/or recognition of prior learning
 Terms and conditions
 Opportunity to have all questions answered.
4. Reasonable Adjustment Provisions
The information disclosed will be used to assist in assessing the prospective student’s ability to study the
course. If it is identified that further assessment of the prospective student’s aptitude to study is needed,
then an interview with the relevant Faculty Head will be arranged.
Prospective students who have identified that they have Language, Literacy and Numeracy needs may be
required to complete an assessment designed to establish a program or course options. This assessment is a
LL&N aptitude tool which TAC can use to identify the most suitable training and assessment strategies
needed.
Where a prospective student is under the age of 18 years of age the Faculty Head may need to make an
assessment on the prospective student’s ability to study by consulting both the prospective student and the
parent/legal guardian.
Alternative methods of training may be offered including but not limited to: verbal assessments, a variety of
differing project work, extended time to complete assessments, and dedicated access to facilities and
resources to assist the prospective students learning needs.
If the Faculty Head deems that TAC cannot provide a reasonable adjustment, such as appropriate resources
and facilities to accommodate the delivery of the training, the application will be declined, or advised of
other possible opportunities.
Where a prospective student is required to provide evidence of their highest education level, this must be
either the original or a certified copy of the original documentation. All overseas qualifications are checked
by the Student Information Management Group for equivalence with Australian Qualifications. This is done
through the Australian Government’s, National Office of Overseas Recognition (NOOSR)
www.aei.gov.au/noosr.
Student Support Services
1. Policy
MHM Australasia Pty Ltd provides equal access to training and delivery services for local and international
students. Where possible, we conduct flexible training to meet specific needs of individual students.
The student enrolment form requires students to self-assess their English language capabilities and to
indicate any special needs for the course. Students may be required to complete a literacy screen test to
further assess language support needs. This may be completed at enrolment or in the first four weeks of
class attendance.
2. Support Services
Language, Literacy and Numeracy (LL&N) support will be provided in all subjects as part of the normal tuition
and assessment activities. Applied English support that may be provided by the college is part of the normal
tuition fee. TAC will organise additional LL&N support if required on a fee-per-service basis.
The learning support strategies used by trainers at TAC include:
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Pre-teaching technical terminology.
Demonstrating procedures.
Providing opportunities for ‘hands-on’ experience and practice.
Ensuring individual support and advice to students.
Provide literacy support to assist in the understanding of language specific to the industry
Encouraging students to work at their own pace.
Where necessary inviting students to record training session on an audiotape.
Providing written learning material and illustrations to reinforce the learning.
Applying the principles of reasonable adjustment to training and assessment
Students with learning difficulties beyond our areas of expertise are referred to external specialist agencies.
Trainers are responsible for:
1. Recognising the cultural diversity of all students.
2. Ensuring equal treatment of all students.
3. Encouraging full participation and assist all students to achieve course outcomes.
4. Providing equal access to resources.
5. Referring students with any settlement and/or specific learning problems to the Faculty Head for advice
or referral to external specialist agencies.
3. Orientation
TAC supports all students to adjust to study at TAC, to achieve their learning goals and to achieve satisfactory
progress towards their learning goals and to achieve satisfactory progress towards meeting the learning
outcomes of the course.
TAC provides information at orientation regarding the opportunity for students to participate in services or
provides services designed to assist students in meeting course requirements.
TAC provides the opportunity for students to access welfare related support services to assist with issues
that may arise during their study, including course progress requirements and general welfare issues. These
services are provided at no additional cost to the student.
If TAC refers a student to external support services, TAC will not charge for a referral.
TAC has a documented Critical Incident Policy together with procedures that covers the action to be taken in
the event of a critical incident, required follow up to the incident and records of the incident and action
taken.
TAC has all staff as first point of contact for students, who will assist in whatever way possible and refer to
others for more specialist help, including external help. Therefore TAC has sufficient staff personnel to meet
the needs of the students enrolled in TAC.
Staff are made aware of such services with information communicated to staff through inclusion in staff
meetings, professional development days and through the policies in this policies and procedures manual.
Further help is available at the college if the student (or staff) is having concerns with their mental health.
Each Head of Faculty have training in Mental Health First Aid.
4. Student Counselling
It is important that students have access to a range of support mechanisms during their study. If students
require assistance or counselling related to study or personal difficulties, they should speak initially with their
trainer for referral to appropriate support. TAC can suggest access to specialised support for those who may
need such help.
The Australasian College-Broadway can refer to a service (or students can access themselves) such as:
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Sydney Counselling Service, www.sydneycounselling.com.au
All discussions regarding this are in the strictest of confidence.
In the event that a student may disclose or inform TAC that they are currently being abused we are
obliged by law to notify DOCS (Department of Community Services).
It is an MHM Australasian Pty Ltd policy to inform all guardians and parents of any concerns,
grievances or disciplinary action relating to students under the age of 18.
Salvation Army Counselling Service 02 97432831
Lifeline 13 11 14
Local Medical Centres
 Broadway General Practice: Shop M105, Level 1, Broadway Shopping Centre
 Sydney University health Service: Wentworth Building Cnr Coty Road and Butlin Ave 02 93513484
www.unihelth.usyd.edu.au
 Glebe Medical Centre, 53 Glebe Point Rd, Glebe 2037, 02 8070 6888, glebemedicalcentre.com.au
Hospitals
 Royal Prince Alfred Hospital: Missenden Road Camperdown. 02 95156111
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St Vincents Hospital: 390 Victoria Road, Darlinghurst. (Emergency Dept.) 02 95156111
Emergency Number – Fire, Ambulance, Police: 000
Nearest Police Station to TAC
 Glebe Police Station - 1-3 Talfourd Street GLEBE 2037 02 9552 8099
 Can search by postcode for the nearest police station at this web or use the link.
 http://www.police.nsw.gov.au/about_us/structure/operations_command/local_area_commands
Emergency translation service: 1300 655010
Transcultural Mental Health Service: (Free call 1 800 648911) or 02 98403767 (Monday to Friday only)
5. List of External Counselling Services and Assistance
Concern
Website
Alcoholism
www.aa.org.au
Anxiety (including phobias & Obsessivewww.ada.mentalhealth.asn.au
Compulsive Disorder)
Consumer credit and debt
www.cclcnsw.org.au
Crime stoppers (report crime anonymously)
Crisis counselling (Wesley Mission)
www.lifelinesydney.org.au
Depression
Domestic violence
Drug addiction: Narcotics Anonymous
Drugs and mental health
Eating disorders
G-Line (gambling)
Gay & lesbian counseling line
Grief support
HIV/AIDS
Telephone Interpreter Service
Legal information and advice
Mental health advice
Poison Information Centre
Police Assistance Line (non-emergency)
Pregnancy counseling
Rape Crisis Centre
Relationship counseling
Smoking - Quitline
Suicide Prevention
Victims of crime support
http://www.beyondblue.org.au
www.na.org.au
www.thewaysidechapel.com
www.edf.org.au
www.glccs.org.au
www.solace.org.au
www.sesiahs.health.nsw.gov.au
www.lawaccess.nsw.gov.au
www.mentalhealth.asn.au
www.pregnancysupport.com.au
www.nswrapecrisis.com.au
www.interrelate.org.au
www.suicideprevention.com.au
Telephone
938 777 88
9879 5351
1 800 808 488
1 800 333 000
9951 5522 or
13 11 14
1 300 224 636
1 800 656 463
1300 652 820
9358 6577
9412 4499
1 800 633 635
8564 9596
9519 2820
9332 9700
13 14 50
1300 888 529
9816 5688
13 11 26
13 14 44
1 300 737 732
1 800 424 017
9745 5544
13 18 48
1 300 360 980
9374 3000
This policy relates to NVR Standard(s): 16;17
Student Withdrawal
1. Scope
This policy and procedure indicates that TAC understands that at times, circumstances may exist that
requires a student to withdraw from their course of study. This Policy and Procedure outlines the process for
student and staff to take in such a situation.
2. Procedure
Students considering withdrawing from a course at TAC are required to meet with the Sales and Marketing
Manager to discuss this decision and to be made aware of the consequences of such a decision.
Each student’s circumstances are considered on an individual case by case basis and notes from the meeting
are documented on the electronic student file.
If the student is under the age of 18 years, the parent/guardian must be present at this and any subsequent
meeting.
Post interview, if the student remains confident that withdrawal from studies and the course is the action
required to be taken, then a formal request for course withdrawal is required in writing, with reason of
withdrawal and the date of withdrawal from the course of study.
Where applicable, supporting documentation must be included when the written notification is provided to
the Sales and Marketing Manager. The General Manager is informed of such action and students will be
notified within (7) business days in writing that the withdrawal has been processed.
TAC student identification cards, kits and or inclusions along with their transport concession cards are to be
returned to the College at the time that the notification to withdraw is lodged No action for withdrawal will
be taken by TAC until the student has submitted written notification.
Academic transcripts will be withheld until a payment arrangement has been finalised.
Students are advised to consult TAC Refund Policy & Procedure which states no refunds will be made after
the course commences unless TAC defaults in the delivery of the course.
VET FEE-HELP Enabled Course
If the student receives VET FEE-HELP assistance and withdraws from the unit of study after the census date,
the student is still liable to pay the tuition fees of that unit of study, thus incurring the full VET FEE-HELP
debt, regardless of whether they had attended any classes or handed in any assessment items. If an upfront
payment was made, the student is not eligible for a refund of that payment.
Special circumstances
If the VET FEE-HELP assisted student withdraws from a unit of study after the census date, due to
special circumstances, the student can apply to have the VET FEE-HELP balance re-credited and the HELP
debt removed (or upfront payment refunded). There are no provisions under the Higher Education
Support Act 2003 to have any debt removed for any completed unit of study.
TAC needs to be satisfied that special circumstances apply for the re-credit to be actioned, so the student
must be able to prove that the circumstances:
were beyond their control; and
did not make their full impact until on or after the census date; and
made it impracticable to complete the unit(s) of study requirements.
If the withdrawal is due to change of mind or such situation, the student will still be required to repay
their VET FEE-HELP debt.
Note: The application for special circumstances must be made to TAC within 12 months of the
withdrawal day. More information about this process and appeal procedures is available from the CSP
and HELP Handbook for 2014 at www.studyassist.gov.au.
Students in a VET FEE-HELP enabled course are requested to consult TAC Refund Policy and Procedure and
the Re-crediting a VET FEE-HELP Balance Policy and Procedure for detailed information.
Not attending without notification
Where a student is not attending the course without notification, they are deemed as Not Attending without
notice. The student’s enrolment will be cancelled at the end of the relevant academic period. A refund or Recredit of VET FEE-HELP debt will not apply.
Records
Sales and Marketing Manager will advise the Head of Faculty of the withdrawal request outcome and the
Head of Faculty will ensure all student information is entered into the Student Management System
(EduPoint) and that any paper based student file is provided in total to the Student Information Management
Group for appropriate processing.
This policy relates to NVR Standard(s): 16.1; 17.1; 20.1; 20.2; 22.2.
Students Under 18 years
1. Policy
Education has an important role to support young people and to identify where problems arise that may put
their safety, welfare or wellbeing at risk.
All staff at TAC has a responsibility to report risk of harm concerns about young people, within their roles,
and to provide support to these young people.
TAC recognises that care and protection for those less than 18 years is a shared responsibility. It begins with
parents, yet while at TAC, they are our responsibility.
Employees of TAC who may have unsupervised contact with a student who is under 18 years of age are
required to have a completed Working with Children Check on file.
Enrolment of students under 18 years of age require parent/guardian permission and are welcomed to
attend the interview and we obtain their written permission for the prospective student to enrol
understanding all their rights and responsibilities.
2. NSW Education Act 1990
The NSW Education Act 1990 was amended in 2009. Essentially, it now requires young people to remain at
school until they complete Year 10 or reach 17 years of age, whichever occurs first.
Furthermore we undertake to conform to the requirements of section 21B of the NSW Education Act 1990 in
ensuring the student has the required documentation from the school if the student is less than the
minimum school age being:
(a) the age at which the child completes Year 10 of secondary education (subject to participation required by
subsection (3)), or
(b) the age of 17 years; whichever first occurs.
Such prospective students are required to provide their Record of School Achievement (RoSA) prior to
commencement as evidence they have completed Year 10.
Applicants under the age of 17 are also required to provide MHM Australasia Pty Ltd with an Exemption from
School notice.
Applicants that cannot produce these documents or are under the age of 15 are unable to be enrolled in
qualifications delivered by MHM Australasia Pty Ltd.
3. Commission for Children and Young People Act 1998
Under the Commission for Children and Young People Act 1998 it is mandatory for any person working in, or
seeking to work in child-related employment, to declare that they are not a prohibited person (ie that they
are not a person who has been convicted of a serious sex offence or child-related personal violence offence
or a registered person under the Child Protection (Offenders Registration) Act 2000) before commencing
work with children.
While it is rare that any staff member of MHM Australasia would be in a situation with a person under 18
years by themselves, it is required that staff with unsupervised direct contact with under 18 year olds are
required to have the Working with Children Check completed.
4. Absence notification
Trainers are to note absence from class of all students on the class roll.
In the case of those less than 18 years, at the first break the trainer will notify the Head of Faculty and Faculty
administration will contact the parent/guardian of those students less than 18 years to advise of the
absence.
The Parent/Guardian Register on the intranet will be completed by the person contacting the
parent/guardian. In the first instance a telephone call is to be made. If no answer and if no message bank
allotted to that telephone number, an email will be sent.
The object of this is twofold: to advise of the students absence and to have the parent/guardian take
responsibility to investigate the reason why the student was not in attendance.
If there is continual absence from class, the Head of Faculty is to complete the Non-Attendance Letter for
Parent/Guardian and send, which will be recorded in the Outgoing Correspondence Log.
This policy relates to NVR Standard(s): 16.1;16.2;16.5;17.1;17.4;18;20.1;20.2
Training and Assessment Strategy
1. Training and Assessment Strategy construction
TAC will develop and implement strategies for training delivery and assessment for each qualification on its
scope of registration.
Each training and assessment strategy (TAS) will be required to identify the proposed target groups, training
and assessment modes and strategies, the assessment validation processes to be utilised and the pathways
available for further training options and work outcomes. The TAS will be developed in consultation with
relevant enterprises and industries.
TAC will review, compare and evaluate its current assessment processes, tools and evidence that are
contributing to judgments by way of moderation and validation meetings.
TAC will document any action taken to improve the quality and consistency of the assessment and the
relevant assessment tools.
TAC will ensure that whilst developing, adapting or delivering training and or assessment products and
services:
 All methods used to identify training needs, and methods for designing training and assessment
materials are fully documented.
 The requirements of the relevant National Training Package or accredited course curriculum are met.
 Steps are taken to manage the transition to reviewed Training Packages within 6 months of their
publication.
 Core and elective units, as appropriate, are identified.
 Customisation meets the requirements specified in the relevant Training Package.
 Language, literacy and numeracy requirements develop the training capacity of the individual and
are consistent with the essential requirements for workplace performance specified in the relevant
units of competency or outcomes of accredited courses.
 Delivery modes and training and assessment materials which meet the needs of students.
TAC will ensure that it has access to the staff, facilities, equipment, training and assessment materials
required to provide the training and/or assessment services within its scope of registration and scale of
operations, to accommodate client numbers, client needs, delivery methods and assessment.
The Head of Faculty will prepare the Training and Assessment Strategy for each qualification on TAC wide
template. It is the responsibility of each faculty to ensure all information is correct to the training package
requirements and that sufficient industry consultation has taken place in the strategy construct.
The completed qualification training and assessment strategy is then provided to the Quality & Compliance
Manager who will ensure quality is maintained and proof reading corrects any errors in grammar and
spelling. Once compliance has signed off on the document, it will be placed in secure version controlled
documentation.
Each TAS will be reviewed at least annually.
2. Course Management Plans
A further context to the effective delivery and assessment of courses is found in the Course Management
Plan for each qualification.
These plans provide a framework and specify per session of each day and each week the requirements
needed for effective delivery/assessment.
Each plan has the following section:
G Course overview
G Qualification timetable
G Plant and equipment
G Learning outcomes, Assessment and Learning Materials
G Consumables
G Workforce requirements
G Summary per unit
G Cost summary
Course Management Plans are held electronically by the Head of Faculty.
3. Quality Training and Assessment – Trainers
MHM Australasia Pty Ltd recruits staff that is competent in their field to support the Colleges core function to
train/assess students.
All staff must read the policies and procedures and documents relating to the effective performance of their
roles and responsibilities.
All staff and contractor recruitment is conducted in accordance with equal opportunity and nondiscriminatory practices which relate to recruitment, interviewing and selection.
Identification of required staff is approved by CEO and a selection criterion is designed.
All staff employed by TAC is required to enter into a written employment agreement, the form of which is
determined by the CEO, and changed from time to time as required. All staff participates in a formal
induction process conducted by an employee approved by the CEO.
All employment arrangements are negotiated on an individual basis and remain confidential between the
CEO and the candidate/employee.
From July 1st 2013, all trainers are required to hold a full Certificate IV in Training and Assessment (TAE 40110
or current equivalent) plus relevant vocational competencies at least to the level of training and assessment
being delivered.
All training staff are required to maintain currency in industry and continue developing competencies in both
vocational and training and assessment competencies as required by NVR Standard 15.
Staff are encouraged to identify their training needs and to negotiate arrangements for addressing these
needs, both in developing their vocational currency and their VET knowledge and skills.
TAC provides professional development days for all staff throughout the year and staff are encouraged also
to obtain external professional development opportunities such as

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team teaching and assessing
participating in training opportunities
networking with other training providers
subscribing to trade magazines
attending industry conferences
liaising with the Industries Skills Council appropriate to qualifications delivered.
Records of staff induction, performance interviews and professional development will be maintained in the
staff member personal file.
4. Training and Assessment Materials
Training materials are selected for accuracy and relevance to Training Package, accessible language and ease
of use. Where possible the Learner Guides and Assessment material provided by the Skills Council will be
purchased and used.
Where there are no adequate training materials available, the faculty team is required to design and write
their own training materials, aligned to the qualification and training package guidelines and requirements.
The training materials are implemented only after approval by the CEO and are monitored through the
internal audit process, industry stakeholder meetings and any other evidence available.
5. Guidelines for the Design/Selection of Training Materials
Training materials are selected for accuracy and relevance to Training Package, accessible language and ease
of use. Where possible the Learner Guides and Assessment material provided by the Skills Council will be
purchased and used.
Where there are no adequate training materials available, the faculty team is required to design and write
their own training materials. All materials must be mapped to each unit and element, including the range of
variables from the relevant training package.
All material is validated against the Validation of Purchased Material checklist for suitability.
The training materials are implemented only after approval by the CEO and are monitored through the
internal audit process, industry stakeholder meetings and any other evidence available.
6. Guidelines for the Design of Assessment Tools
Assessment tools are developed against course/qualification requirements
 Practical and Underpinning Knowledge assessment tools are designed against competency standards,
assessment criteria and critical aspects of evidence from the relevant training package by the Faculty
team.
 Assessment materials are documented on College wide templates, including marking and mapping
guides.
 When approved by the CEO it is then prepared for use including development of assessment activity
resource lists for practical assessment.
 Assessment tools undergo scrutiny by assessors including industry stakeholder meetings prior to
implementation.
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Once any required amendments are made the assessment tools are added to assessment folder with
clear reference to unit(s) of competency.
All assessors discuss the use of the tool/s at the next Faculty meeting prior to implementation.
Tools re-evaluated after implementation through internal audit process and any other anecdotal
evidence available.
7. Premises
TAC uses facilities, equipment and training and assessment materials that provide training and/or
assessment services to accommodate its student numbers, student needs, delivery methods and assessment
requirements.
MHM Australasia Pty Ltd has undergone extensive remodelling and renovation to maintain facilities and
provide equipment which meets the current and emerging needs of the industries it serves along with
current requirements of the training industry.
All facilities provide more than adequate space and ample state of the art equipment to enhance students’
training and meet the needs of industry. Faculties maintain an equipment register to record ongoing
maintenance requirements.
Both Beauty and hairdressing Facilities have been approved under the RightWay program from Service
Industry Skills Council.
The use of current training material includes student workbooks and texts, high trainer to student ratio to
ensure students receive the training required with attention paid to each student progress.
Additionally the practical components are undertaken in state of the art facilities in simulated work
environment with cohort practice and then service treatments on real models who book in for services.
All theory classrooms are progressively being fitted with individual student laptop computers.
8. Support Departments
TAC has invested heavily in technological support and has committed to continue this in the development of
an electronic operating environment for its operational management processes and to enhance training and
assessment delivery.
A robust financial team operates to ensure that the financial management of the college remains viable and
compliant to the Financial Viability requirements of the VET quality Framework.
This policy relates to NVR Standard(s): 15 - 17
Transition to Training Packages
1. Policy
At The Australasian College Broadway (TAC) we acknowledge our obligation to remain informed of changes
to training packages and to establish transition arrangements for existing students and those students who
may be enrolled during a transition period. Our obligation is underpinned by the Standards for NVR
Registered Training Organisations , the ASQA General Direction: Transition and teach-out, dated March 2012
1
and the revised General Direction of January 2014, requiring RTOs to manage their scope of registration to
transition from:

superseded Training Packages within 12 months of their publication on the national register
 so that they only deliver currently endorsed Training Packages and currently accredited courses.
The requirement is also stipulated in further detail within the National VET Regulator Business Rules for
Transition and Teach-out. 1
2. Background
Like all things in the national training system, nationally endorsed training packages are amended from time
to time under a continuous improvement approach to ensuring that training packages are aligned with
industry requirements. In addition to these smaller changes, training packages can be entirely reviewed on a
cyclic basis and this often leads to new versions being issued or new training packages being developed and
released.
New training packages must be endorsed by the National Skills Standard Council. Following their
endorsement, they are published and released using the National Register (training.gov.au). It is usually the
date of release that marks the date for subsequent transition arrangements which are covered in this policy.
In 2003, the National Training Quality Council (now the National Skills Standards Council) determined the
guidelines for providers to transition to new training packages when other training packages are superseded.
The council determined that where a training package has been reviewed, the new qualifications should be
in place within six months and no later than 12 months to allow new enrolments to take advantage of the
new qualification. TAC considers this six month timeframe a suitable benchmark for our operation and
compliance.
1
ASQA General Direction — Transition and teach-out, March 2012; revised January 2014.
3. Aim
The aim of this policy is to ensure TAC is delivering the most current qualification outcome to students and to
actively manage TAC scope of registration.
This policy is applicable to training package amendments, version changes and newly endorsed training
packages and/or any accredited course TAC may have on the Scope of Registration.
The same process is followed for both training packages and accredited course that TAC has on scope of
registration. While only the training package is used below, it equally applies to and includes accredited
course(s)
At this time TAC has no accredited courses on its scope of registration.
4. Transition arrangements
TAC is to apply the following policy:

The monitoring of training package status and responding to changes in training packages is to be
managed through the Senior Management Team to ensure transition to revised or new training package
is management in a systematic way that integrates changes into all other areas of TAC operation.

Head of Quality and Compliance has email alerts set with www.training.gov.au for notification of changes
to the training package and qualifications on scope. Heads of Faculties also are to have these alerts
activated.

TAC will transition in response to training package changes within six months from the date of release on
the National Register or the transition date as advised by the National VET Regulator. TAC will complete
all transition activity within 12 months of this same date.

Faculty will develop all delivery and assessment documentation for the new requirements of the
qualification(s) for audit to have the changes made for application to ASQA for inclusion on Scope of
Registration.

TAC must apply to have new Training Package qualifications, units of competency added to its scope of
registration by submitting an application to change RTO scope of registration to the National VET
Regulator via ASQANet, accompanied by the required fee.

Enrolments in new qualifications or units of competence are to commence as soon as possible to allow
students to access the most current qualification and to minimise the period that students enrolled in
superseded qualifications are being managed.

Students who are enrolled in qualifications which are superseded part way through a training program
are to be offered and encouraged to transfer their enrolment to the new qualification once it is obtained
on TAC scope of registration. Students are not to be disadvantaged in anyway and student’s choosing to
remain enrolled in superseded qualifications are to be supported in their decision.

Revised or new qualifications / units of competence are to be included on TAC scope of registration as
soon as possible.
5. Teach out arrangements1
Students who are enrolled in qualifications which are superseded part way through a training program are to
be offered and encouraged to transfer their enrolment to the new qualification once it is obtained on TAC
scope of registration. Students who choose not to transition to a new qualification are to be ‘taught out’ to
the conclusion of their qualifications. To support this arrangement, the following business rules are to apply:
1
ASQA
General Direction—Transition and teach-out, March 2012; revised January 2014.

Superseded Training Package Qualifications.
All continuing students will be transferred to the new training package once on scope of registration (within
the 12 month transition period) however TAC may continue to deliver training and assessment services, and
issue awards, to current students of the superseded qualification who would be genuinely disadvantaged if
required to transfer to the replacement qualification for up to 18 months after the publication of the
replacement qualification on the National Register. Students who have not completed the superseded
qualification during this timeframe must be transferred to the new qualification. During the teach-out period,
TAC must not enrol students and/or commence delivery in the superseded qualification. Students who would
not be disadvantaged by transferring to the new qualification must be transitioned within 12 months,
preferably within 6 months, of the date of release of the qualification.

Deleted Training Packages. TAC may continue to deliver training and assessment services, and issue
awards, to current students of the deleted qualification for up to 18 months after the date the Training
Package which indicates that the qualification was deleted is published on the National Register. Students
who have not completed the deleted qualification during this timeframe must be transferred to the new
qualification. During the teach-out period, TAC must not enrol students and/or commence delivery in the
deleted qualification.

Superseded Units of Competence. TAC may continue to deliver training and assessment services,
and issue awards, to current students of the superseded unit on the scope of registration who would be
genuinely disadvantaged if required to transfer to the replacement unit for up to 18 months after the
publication of the replacement unit on the national register. Students who have not completed the
superseded unit during this timeframe must be transferred to the new unit. During the teach-out period, TAC
must not enrol students and/or commence delivery in the superseded unit.
6. Student disadvantage
It is the genuine intent of TAC not to disadvantage any student. In determining if a student is being
disadvantaged, the following criteria are provided by the National VET Regulator to characterise what
constitutes disadvantage:

Requirement to undertake additional units of competency

Extension to the enrolment period

Fundamental change in the structure or content of the qualification or course

Additional financial expense

Significant change in training venue or delivery mode

Change to their training contract terms

Outcome of the new/revised qualification or course is not recognised by an industry
licensing/regulatory body.
TAC is to consider these criteria when engaging with students and assisting them in choosing the best option
for their individual circumstances. The decision to use the provisions of this student disadvantage criteria is
only to be taken by the Chief Executive Officer. Detailed records of the evidence presented by the student
and/or the consideration of circumstances are to be retained in order to demonstrate why exceptional
circumstances apply. This evidence should demonstrate that a genuine disadvantage existed to enrol a
student into a new training product within the required timeframes.
7. Transition Management
The transition to new training packages is to be managed through the Senior Management Team to ensure
the transition is management in a systematic way that integrates changes into all other areas of TAC
operation. It is critically important that high attention to detail is applied by staff who is leading this work.
The following steps are to be applied:
Monitor the status of training packages. The Quality & Compliance Manager is to monitor the status of
training packages to remain aware of changes in the revised training package and how these might affect
TAC scope of registration. Changes to training packages are to be reported to the Continuous Improvement
Committee (CIC) and the Senior Management Team. The primary information source for monitoring the
status of training packages is the National Register (training.gov.au).
Determine an action plan. Once changes are confirmed, the CIC is to determine an action plan to respond to
changes. While the CIC meet quarterly, they may meet as required within this period. The CIC is to provide
advice about the actions to be taken and appoint a person (generally the appropriate Head of Faculty) to lead
the work to analyse the amendments that have occurred in the revise training packages and develop an
action plan to address all necessary changes. Attention to detail must be given to minor changes that may
occur to unit codes and titles to ensure these are not missed during the transition process. The common
changes may include:

Revised unit of competence and the qualification codes and titles;

Revised packaging rules for qualifications changing the requirements in relation to the allocation of
core or elective units;

Revised units of competence, this may include the combining of two units of competence into one or
minor changes where the unit of competence has remained equivalent;

Revised pre-requisites, co-requisites or entry requirements; and

Revised assessment guidelines which may relate to identifying new requirements relating to trainers
and assesses.
Whilst not an exhaustive list, the common changes identified above are certainly the most commonly seen in
the transition of training packages. TAC staff are to be alert to these changes and pay close attention to detail
to ensure our training and assessment remains current and it satisfies training package requirements.
Review Training and Assessment Strategies. Head of Faculty is to review the existing training and
assessment strategy to determine the higher level changes that have occurred to a qualification and the
likely changes that are required. In most cases the Head of Faculty will need to draft a new Training and
Assessment Strategy to accommodate changes, along with changes as required to the Course Management
Plan. This may include additional consultation with industry to gauge their reaction to training packages
changes, to identify new preferred electives and to determine if there are specific industry requirements that
need to be incorporated. Attention to detail must be given to minor changes.
Revise training and assessment materials. The Head of Faculty will also undertake an analysis of the current
training and assessment resources to identify relevant changes that are required to ensure training package
requirements are being met. Once these have been identified, implement arrangements to have training and
assessment materials revised and validated.
While it is the Head of Faculty that undertakes most of the work in the transitioning of new qualification(s) or
Training Packages, this work is in consultation with the Quality & Compliance Manager.
Quality Assurance. When the Head of Faculty is satisfied all revisions are complete to the new requirements,
all documentation in final draft form is supplied to Quality & Compliance Manager who undertakes a quality
assured audit of the documentation.
Once this is completed the final documentation relating to all aspects of the new requirements are provided
to the CEO for final clearance for use.
This may be in regard to a new application to the NVR to add the new qualification on scope of registration
or if added to scope by the Regulator.
At this time brochures and related material are prepared for upload to the website and to the Sales and
Marketing team for distribution once on scope of registration.
Head of Faculty in undertaking the review process will have communicated with the faculty
trainers/assessors who must be aware of all requirements and the documentation associated with delivery
and assessment.
Keep students/staff informed. The Head of Faculty will take steps to inform existing students and RTO staff
of the changes to the applicable qualification. Before engaging with students, Heads of Faculty ensure that
the options that students will have available to them have been fully considered. Information provided to
students ensures that they fully understand their options and feel supported in any decision they may take.
Students are not to be disadvantaged because of the transition to a new training package. All RTO staff must
be informed of changes as to how if effects their operational workflow (i.e. sales, marketing, enrolment,
student record management).
Vocational Students Workplace Integrated Learning
1. Scope
The objective of this policy is to provide a framework to support Work Integrated Learning (WIL) experiences
within accredited vocational education and training courses delivered by MHM Australia Pty Ltd, trading as
The Australasian College Broadway (hereafter referred to as TAC).
The intent of this policy is to ensure that graduates of a course of study are work and industry ready. The
focus of this policy is to assist trainers, supervisors and students to apply learnt and developing knowledge,
skills and capabilities for effective practice through real-world work experiences.
The notion of work integrated learning is more commonly thought of as work experience and this
terminology is synonymous with work integrated learning.
2. Work-Ready Graduates
TAC prepares work-ready graduates by providing students with real work learning experiences as we believe
it is important for the student to experience the ‘real world’ where they soon will practice within. Real world
learning integrates theory, knowledge and skills of a discipline with professional and contemporary practice;
all of which is appropriate to the student’s current skill level.
In providing such graduates to industry, TAC sees work integrated learning as one aspect of their
commitment to real world learning. Work integrated learning (WIL) connects students with industry and their
community, through their course of study to objectively and incrementally measure the development and
integration of core practice capabilities, skills and knowledge that employers and the wider community
expect of a graduate of TAC.
There is no competency assessment undertaken in the work experience site.
3. Definitions and Provisions
TAC defines Work Integrated Learning as a supervised educational activity that aims to integrate theoretical
learning with its application in a workplace context. This may be a simulated environment within TAC or out
in industry at work experience sites, chosen by TAC for their ability to advance the students learning.
Work Integrated Learning includes the following characteristics:
An organised work experience in a specific industry, organisation or professional workplace.
Situated in a real-world commercial workplace.
Provide access to clients for real time treatment application
Availability of instant feedback from industry professionals.
A work experience site involves the student in a professional industry milieu with access to working
professionals and involves work relevant interactions.
-
In general, WIL experiences and activities must include clear learning outcomes, structured support to
achieve them, critical reflection, feedback on progress, measures of achievement, and clear expectations of
the roles of all parties involved.
4. Educational objectives
Work experience aims to:
1. Optimise student learning through the provision of supervised learning experiences that aim to
integrate and consolidate theory with practice.
2. Maximise personal and professional development through fostering opportunities for self-analysis and
reflection.
3. Instil a culture of accountability and responsibility to ensure the highest level of client care is provided.
4. Promote safety, harm minimisation, and respect in the management of clients.
5. Information to Students about WIL Activities and Responsibilities
Information about Work Integrated Learning (WIL) activities is provided to students prior to their
involvement in that activity. Such information must be linked to the course requirements and provide details
about expectations on the students undertaking a WIL activity.
Student responsibilities when undertaking a WIL experience:

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Behave in a manner appropriate to that of an ‘employee’ upholding the reputation of TAC
Punctuality throughout the duration of the WIL activity
Adherence to the professional ethics and codes of conduct appropriate to the WIL activity and the
experience site area
Adherence to policies and procedures of the host organisation, including workplace health and safety,
and equal opportunity
Maintain communication with the WIL supervisor as required
Raise issues of concern with the WIL supervisor and Head of Faculty
Complete all reasonable requests within the students training and experience
Advise the Head of Faculty of any issues that may impact on their capacity to undertake and/or complete
the WIL placement, such as a disability or personal difficulty
Maintain the confidentiality of the host organisation and any information gained while undertaking the
WIL experience
Promptly advise of (and prior to) any absence to the WIL supervisor and Head of Faculty
Complete evaluation and feedback forms and submit them by their due by dates
Maintain logbooks and records as required.
6. Information to Host Organisations about WIL Activities and Responsibilities
Information about Work Integrated Learning (WIL) activities is provided to external organisations that agree
to host a student for work experience.
Topics that must be included in distributed information to workplaces include: a brief description of the
purpose/aims of the WIL activity; information regarding supervision expectations; insurance coverage of
students; emergency/accident/grievance/withdrawal procedures; a list of the host organisation’s
responsibilities.
Host organisation responsibilities include:

Nominating and supporting a WIL supervisor to be responsible for the student during the WIL activity

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Advising the student of Workplace Health & Safety requirements and the provision of a safe workplace
where the student is able to practice their skills
Informing the student about the host organisation’s Equal Opportunity and other related policies such as
Sexual Harassment, Anti-Discrimination, etc.
Informing employees of the presence of the student, the reasons and purpose of the placement
Contacting the Head of Faculty in the case of an accident, problem or misunderstanding
Facilitating visits by TAC training staff if required
Supervising the student and monitoring performance
Helping the student to apply skills to the workplace setting
Participating in student evaluations/feedback (as required).
7. Insurance
TAC holds insurance coverage for all students and staff while off the Colleges site underwritten by QBE
Insurance Australia, Policy AQEB06650 PLB for Public & Product Liability with current Certificate of Currency
available if required.
8. Site Procurement
All potential work experience sites will be required to have a pre placement site audit for suitability of
purpose. TAC trainer/assessor if not the Head of Faculty will assess the site using the Workplace Site
Suitability Checklist document. On rare occasions this may be completed by the host site.
A decision on utilising the work place will be made after this site audit for suitability and agreed by both the
site representatives and the College.
All work experience site supervisors will be provide with the ‘Information for Work Experience Supervisors’
handbook which outlines the responsibility of the work place and the college for the student’s successful
work experience.
9. Site induction and Orientation
Work experience sites accepting a student for work experience have a right to expect that the Student will
come to them suitably prepared for the experience – but assumptions should never be made.
A Best Practice introduction to the work environment will confirm this ‘general preparedness’ as well as
deliver specifics about the site. TAC would like to suggest a full orientation/induction to the site and specific
site requirements.
Orientation should encompass yet not limited to:
 Familiarisation with the site, amenities, equipment and reporting structure.
 The people with whom the student will interact during the placement.
 Coaching support that will be available to them and clarifying ‘expectations’ – not just what is
expected of students, but what they can expect in return.
 Helping the students understand the workplace and introduces the culture and values of the site.
 What they should be doing and how to do it specific to the sites requirements.
Policy and procedure information regarding:
 Code of Conduct.
 Bullying and Harassment.
 Use of Information Technology.
 Use of Illicit Drugs and Alcohol.
 Privacy and Confidentiality.
 Customers Rights.
 Duty of Care.
 Mandatory Reporting.
However, it’s important to remember that a student at the beginning of a work experience placement is in
‘information overload’. Best Practice will take the time to ensure the student understands the written
documents provided at orientation and appropriate for the duration of time that the student will be at the
site.
10. Supervision in the vocational work experience
In obtaining a Best Practice vocational work experience, the student will experience both direct and indirect
focused supervision at different times during their experience as they perform specific tasks.
However, it is also relevant to note that the student will require other forms of supervision – such as
managerial supervision of their induction, orientation, rostering and supervision of their overall activities to
ensure they meet all the practical requirements of their training course.
In achieving this goal, the work experience site will designate an appropriate staff member to act as a
supervisor and mentor for the student who will:
 help the student meet the learning objectives of their work experience
 work with them to identify learning opportunities relevant to their training program
 provide instruction before and during tasks
 use constructive feedback during and after tasks
 serve as a resource by sharing knowledge while demonstrating skills
 acting as a role model to convey Best Practice
The supervisor therefore needs to be a skilled practitioner – appropriate to the level of the training program
– and needs specific personal qualities to be able to fulfil the role successfully, such as good communication
skills and appropriate feedback techniques.
11. Site Visits
As much as possible prior to the work experience, TAC representative will visit the site to speak with relevant
site personal regarding the program and the conditions for the student work experience, via the use of the
Work Experience Providor Suitability checklist. This is the time to raise any concerns with the representative
and to organise the actual dates and details of the program to ensure success.
12. Fair Work Act
Students and employers alike need to be aware of the provisions introduced by the Fair Work Act 2009.
Under this Act, stipulations have been made as to the type of workplace experiences that are allowed. These
legislative provisions aim to combat exploitation of workers and there may be repercussions for employers
not abiding by the new laws.
Under the Fair Work Act 2009, a vocational work experience placement is a working arrangement where all
of the following apply:
 the student is not paid a wage
 it is a requirement of an Australian based education or training course
 it is authorised under a law or administrative arrangement of the Commonwealth, a State or
Territory.
All TAC students in a work experience site are at the site for unpaid work experience.
A person in an arrangement that meets all of these above criteria is not covered by the Fair Work Act and is
not entitled to the minimum wages and other entitlements provided in the National Employment Standards
and any applicable modern awards or agreement.
Note: Just because someone isn’t covered by the Fair Work Act does not mean that they are not covered by
other legislation, such as workers compensation laws, occupational health and safety, discrimination and
other relevant laws.
13. Excursion/Community Events Approval
While not a work experience situation, faculties are encouraged to take students into the broader
‘workplace’ for a specific function, such as a photo-shoot for make-up students, manicure and pedicare
services, hairdressing in a nursing home situation or an excursion for a specific opportunity to broaden the
student learning and experience.
Such an event must be authorised by the CEO with staff completing an Excursion/Community Event Approval
document which clearly outlines the details of the requested off site experience. For the actual event the
Excursion and Off Campus Industry Experience Log Sheet is completed detailing the students name and
contact number, with trainers signing ‘in and out’ each student and the site details.

Policy and Procedure Manual 2014

Transcription

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