Candidates should demonstrate their awareness of and engagement with wider issues that inform their practice.
Candidates must cover at least one legislative area and either a second legislative area or a policy area.
That is you need to cover a minimum of two areas, at least one of which must be legislative.
Candidates must cover at least one legislative area and either a second legislative area or a policy area.
That is you need to cover a minimum of two areas, at least one of which must be legislative.
Understanding and engaging with legislation, policies and standards
Statements here should show how relevant legislation, has influenced your work. You are not expected to have expert knowledge of all of these areas, but are expected to be aware of how they relate to your current practice.
In the UK you would be expected to demonstrate how you work within the context of relevant legislation such as:
● Accessibility including special educational needs
● Intellectual property (IPR)
● Freedom of Information (if you work for a public body)
● Data protection.
● Child protection
● Anti-discrimination law
● Points Based Immigration System (PBIS)
● Other related examples
In your country there may be different requirements, and you should indicate this in your portfolio. It is suggested that you pick at least two areas to discuss.
Statements here should show how relevant legislation, has influenced your work. You are not expected to have expert knowledge of all of these areas, but are expected to be aware of how they relate to your current practice.
In the UK you would be expected to demonstrate how you work within the context of relevant legislation such as:
● Accessibility including special educational needs
● Intellectual property (IPR)
● Freedom of Information (if you work for a public body)
● Data protection.
● Child protection
● Anti-discrimination law
● Points Based Immigration System (PBIS)
● Other related examples
In your country there may be different requirements, and you should indicate this in your portfolio. It is suggested that you pick at least two areas to discuss.
Understanding and engaging with legislation, policies and standards (my draft)
All Registered Training Organisations in Australia are required to meet all the requirements of the VET Quality Framework which comprises:
At CDU our Quality Policy is the base for all aspects of quality, including in learning and teaching. In VET this is managed through the VET Quality Management System (VETQMS) which sets out how we manage our compliance with the legislative requirements, including the VET Quality Framework. The VETQMS provides guidance for every aspect of the student life cycle, covering our marketing, enrolment processes, training and assessment, through to graduation. As VET Developer I am responsible for providing new staff with their initial induction in the VETQMS, and ongoing coaching, support and mentoring.
A further part of my role as a VET Developer is to to support staff in designing and facilitating their training and assessment to provide the best possible student experience whilst also maintaining compliance.
Our VET Lecturers need to be able to navigate their way around many external websites as well as our internal systems to ensure that the qualifications we offer meet the local needs of our students, meet the national rules for that qualification, have gone through academic approval systems, and all documentation is stored according to VETQMS.
When Lecturers design a course they are guided by Packaging Rules that detail the number of required core and elective units. Often there are specific rules regarding the eligibility of electives. To ensure we comply with these rules, I provide training to all new staff (as part of their induction) on navigating around www.training.gov.au - the national register for training in Australia which contains the authoritative information about Registered Training Organisations (RTOs), Nationally Recognised Training (NRT), and the approved scope of each RTO to deliver NRT as required in national and jurisdictional legislation within Australia. I work closely with staff when they make their annual reviews of qualifications to ensure that any changes they make to electives still meet packaging rules.
What constraints does this create? What can/can't we do because of this? Choice of electives determined by packaging rules.
Start at the top and work down to specific examples. Training for staff.
Reporting requirements, auditing frameworks, mapping correct, scope transfers, sharepoint, analytics,
Take one example and tell the story - needed to do this, checked this policy,
Pick the project e.g. CAH recent scoping process.
Principles of Assessment - how do I support Lecturers to meet these.
ASQA Framework. Talk about CAPS.
Check for other CDU policy that I work under. Check IP or Copyright.
I understand copyright, part of my role is to ensure that staff maintain copyright, proper attribution
IP - my role in ensuring staff don't keep everything on portable drives,
Social Media Policy
Makes reference to Learnline policy: The use of social media for learning and teaching purposes is outlined in the Learnline Policy and is separate to this policy. (However this policy is still draft - therefore constraints and limitations on staff) I encourage staff to use Social Media for their own PD, e.g. participate in Twitter chats, join relevant Facebook groups, LinkedIn groups. Work within CDU guidelines, e.g. when teaching units such as ICTWEB201, assist teams develop their own Facebook sites to meet their and marketing needs. Possible dangers of social media, make MB aware of CDU policy, online footprint, passwords, privacy issues - other people's data,
How do teams get their own FB or Twitter account?
Link to Slideshare, Twitterchats
Storify CDUniStaff
L&T Week prep
AusVETchat
All Registered Training Organisations in Australia are required to meet all the requirements of the VET Quality Framework which comprises:
- the Standards for Registered Training Organisations (RTOs) 2015
- the Australian Qualifications Framework
- the Fit and Proper Person Requirements
- the Financial Viability Risk Assessment Requirements and
- the Data Provision Requirements.
At CDU our Quality Policy is the base for all aspects of quality, including in learning and teaching. In VET this is managed through the VET Quality Management System (VETQMS) which sets out how we manage our compliance with the legislative requirements, including the VET Quality Framework. The VETQMS provides guidance for every aspect of the student life cycle, covering our marketing, enrolment processes, training and assessment, through to graduation. As VET Developer I am responsible for providing new staff with their initial induction in the VETQMS, and ongoing coaching, support and mentoring.
A further part of my role as a VET Developer is to to support staff in designing and facilitating their training and assessment to provide the best possible student experience whilst also maintaining compliance.
Our VET Lecturers need to be able to navigate their way around many external websites as well as our internal systems to ensure that the qualifications we offer meet the local needs of our students, meet the national rules for that qualification, have gone through academic approval systems, and all documentation is stored according to VETQMS.
When Lecturers design a course they are guided by Packaging Rules that detail the number of required core and elective units. Often there are specific rules regarding the eligibility of electives. To ensure we comply with these rules, I provide training to all new staff (as part of their induction) on navigating around www.training.gov.au - the national register for training in Australia which contains the authoritative information about Registered Training Organisations (RTOs), Nationally Recognised Training (NRT), and the approved scope of each RTO to deliver NRT as required in national and jurisdictional legislation within Australia. I work closely with staff when they make their annual reviews of qualifications to ensure that any changes they make to electives still meet packaging rules.
What constraints does this create? What can/can't we do because of this? Choice of electives determined by packaging rules.
Start at the top and work down to specific examples. Training for staff.
Reporting requirements, auditing frameworks, mapping correct, scope transfers, sharepoint, analytics,
Take one example and tell the story - needed to do this, checked this policy,
Pick the project e.g. CAH recent scoping process.
Principles of Assessment - how do I support Lecturers to meet these.
ASQA Framework. Talk about CAPS.
Check for other CDU policy that I work under. Check IP or Copyright.
I understand copyright, part of my role is to ensure that staff maintain copyright, proper attribution
IP - my role in ensuring staff don't keep everything on portable drives,
Social Media Policy
Makes reference to Learnline policy: The use of social media for learning and teaching purposes is outlined in the Learnline Policy and is separate to this policy. (However this policy is still draft - therefore constraints and limitations on staff) I encourage staff to use Social Media for their own PD, e.g. participate in Twitter chats, join relevant Facebook groups, LinkedIn groups. Work within CDU guidelines, e.g. when teaching units such as ICTWEB201, assist teams develop their own Facebook sites to meet their and marketing needs. Possible dangers of social media, make MB aware of CDU policy, online footprint, passwords, privacy issues - other people's data,
How do teams get their own FB or Twitter account?
Link to Slideshare, Twitterchats
Storify CDUniStaff
L&T Week prep
AusVETchat