CJAE Pty Ltd trading as Angel Institute of Education · Student Handbook Version 2.2: May 2017 Page 1 of 38 Angel Institute of Education ... “Formative” assessment is the term

Angel Institute of Education - Student Handbook

CJAE Pty Ltd trading as Angel Institute of Education Student Handbook RTO No. 22115

Angel Institute of Education RTO NO. 22115 Student Handbook Version 2.2: May 2017 Page 1 of 38

Angel Institute of Education

WELCOMES YOU TO OUR TRAINING COMPANY

OUR VISION • Flexibility • Communication • Continuous Improvement • Customer Service

OUR MISSION “TO PROVIDE HIGH QUALITY SERVICE BY MEETING CUSTOMER NEEDS AND EXPECTATIONS” • To provide high quality training to customers • Listen to customers’ needs • Provide a service of understanding at a profit • Feedback • To provide high quality service in: Meeting key stakeholder’s needs and expectations through consultation

SITE CONTACT DETAILS Head Office

3/62 Robinson Street Dandenong VIC 3175 T: 03 9792529 E: [email protected] Site Operating Hours: Monday to Friday 9am – 5pm Saturday Closed

Sunday Closed


Welcome

Welcome to Angel Institute of Education Pty Ltd (thereafter known as AIE or The Institute). Thank you

for choosing AIE as your preferred destination to achieve your desired Vocational Education and

Training (VET) outcomes. We look forward to assisting you in achieving your goals and making your

educational experience both practical and valuable.

AIE endeavours to offer you quality education in line with industry requirements leading to

employability skills. This handbook is designed to acquaint you with AIE’s training environment and

provide you with information to assist you in commencing and achieving a quality training outcome.

Please take the time to read your student handbook as it contains important information regarding

your training program.

About AIE

AIE is a Registered Training Organization (RTO ID No. 22115) offering nationally accredited programs

in Hospitality Industry. AIE offers a wide array of innovative programs to help meet the needs of

students and communities in Australia. Angel Institute of Education Institute aims to be a leader in

teaching excellence –we’re proud of our faculty, staff and students and the detail we give to our

courses to ensure they reflect the most current industry needs.

Angel Institute of Education Advantages

Academic Excellence

At Angel Institute of Education we aim at:

Student commitment to quality learning;

Fostering the ideal that education is a life-long process leading to the understanding of self and the world;

Developing our students to think clearly about issues of importance in our modern world; and

Student sense of integrity in their studies and approach to life.


Personalised Service

Angel Institute of Education offers:

A caring and safe study environment;

A friendly environment in which students and staff are encouraged to help and support each other;

Personalized attention from teaching staff; and Out of class assistance in a wide variety of areas to help students with their

studies.

Highly Qualified Staff

Angel Institute of Education employs trainers who are:

Very well-qualified ensuring a high standard of instruction across the curriculum;

Highly experienced and have worked for many years in their profession; and

Very familiar with industry needs enabling our staff to deliver practical courses increasing student opportunities to find good employment in their chosen area of study.

Client Focused

Our programs and services have been developed from what our clients really need. Since our

inception, we have listened to our client’s needs and goals and set out to assist them in achieving

these with a no fuss, realistic approach.

Flexible and Adaptable

We evolve and continually improve our training abilities in order to adapt to change. At AIE growth

and change are promoted. We are small enough to absorb change and continue a dedicated,

personalized and friendly service to our clients.

Our Responsibility to You

To develop a learning environment which is positive, safe, encouraging and accepting of individual differences.

To embrace all competencies and learning outcomes.

To provide you with accurate information about your progress and skill development.

To provide a learning environment that is enjoyable and ensures success for all.

To ensure all clients are treated as mature learners.


A commitment to providing up to date, current, relevant information in a manner that suits individual and group learning.

To recognize qualifications issued by other RTOs.

To ensure all operations and practices follow the principles of Access and Equity.

To provide learning environment free of harassment and discrimination.

Your Responsibility to Us

To attend training sessions regularly and on time.

To act appropriately during the program and respect the rights of other clients and staff.

To communicate any concerns which you may have about your learning outcomes to your trainer or to follow the AIE appeals process.

To let the trainer know of any learning needs that you may require assisting you to successfully complete your training.

To participate in activities to promote your learning.

To complete any task set in an orderly and mature manner within the specified time frame.

To contact AIE if unable to attend training.

GENERAL COURSE INFORMATION

Marketing

Angel Institute of Education will market its vocational education and training products with integrity,

accuracy and professionalism, avoiding vague and ambiguous statements. In the provision of

information, no false or misleading comparisons will be drawn with any other provider or training

program. Angel Institute of Education will not state or imply that training programs other than those

on their scope of registration are recognised by the Victorian Registration and Qualifications

Authority.

Clients Recruitment and Selection

Recruitment for all courses conducted by Angel Institute of Education will be conducted in an ethical

and responsible manner, consistent with the principles of Access and Equity. At commencement of

training any special needs will be identified.


Enrolment

Before commencement of the training program, enrolment forms are completed. The enrolment

forms are kept in a clearly marked folder and stored in a secure cabinet. All information provided on

enrolment forms will be treated in accordance with our Confidentiality and Privacy Policies. At

enrolment, all fees will be paid (unless prior arrangement) and a receipt will be given.

Induction/Orientation

At the first session the trainer will discuss the student handbook information with each client. The

trainer will discuss and answer questions relating to any queries concerning the forthcoming training

and assessment.

The following areas will be covered:

What is Angel Institute of Education?

What is Competency Based Training Assessment?

Certificates – What will it lead to?

Recognition of Prior Learning.

Complaints and Appeals procedure

Competency Based Training

Our training programs are based on the principles of Competency Based Training. Competency Based

Training is aimed at providing learners with the knowledge, understanding and skills to demonstrate

competence against nationally endorsed industry standards.

Some of the common training terms you will come across are described below:

Competency is a broad concept that describes a person’s ability in a range of areas. Competency

covers:

Task skills (performing individual tasks)

Task management skills (managing a number of different tasks within a job)

Job or role environment skills (dealing with the responsibilities and expectations of the workplace)

Competency Standards reflect your knowledge and skill and the application of your knowledge and

skill to the performance standard required in the workplace. Standards are developed by industry

parties, based on the organisation of work, and are expressed in terms of workplace outcomes. These

standards are regularly reviewed to ensure their continuing relevance to the workplace.


Assessment means the process of collecting evidence and making judgments on whether competency

has been achieved to confirm an individual can perform to the standard expected in the workplace,

as expressed in the relevant endorsed industry/enterprise competency standards or the leaning

outcomes of an accredited course. The objectives of assessment process are:

To confirm that you have acquired the competencies identified in the endorsed Unit of Competencies; and

To demonstrate that you are competent to the agreed industry standard.

Assessment methods Our assessment methods need to be valid, reliable, fair and flexible. Our trainers

will work with you to find the best methods in which you can demonstrate your competence in the

areas required. Assessment methods may include but are not limited to:

Observation;

Practical demonstration;

Case studies;

Projects & Assignments;

Verbal questioning;

Multiple choice questions;

Role plays;

Simulations;

In keeping with the principles of competency based assessment, the determination of competence

will be made on an aggregate of evidence, rather than on isolated assessment activities or events.

Students are assessed as either “competent” or “not yet competent” relative to the required

performance standard; students are not graded by percentage marks or ordered grades (A, B, C …)

nor are student’s marks normalised across the program group.

“Formative” assessment is the term used to describe in-course assessment that delivers feedback to

the student on how they are progressing and how they can better perform a task. Research shows

that the use of formative assessment, also known as “assessment for learning” within training

programs is the most effective means of training adults.

At the end of the training period for each unit of competency, and after undertaking formative

assessment activities students are required to demonstrate competence by the final performance of

“Summative” Assessment which take many forms ranging from performing tasks under observation

by the assessor through to completing written assignments


Workplace Training, this is training that is undertaken in the workplace and may include structured

training and/or assessment, observation of work practices, case study or completion of work tasks.

Reasonable Adjustment

There is a range of legislation and policies which promote access and equity within the national VET

system. In keeping with these policies, assessors need to ensure that candidates are not

disadvantaged in the assessment process due to cultural or language background, age, religion,

gender or disability.

Assessors need to be aware of the ways in which candidates can be disadvantaged in the assessment

process and what steps can be taken to ensure that assessment policies and practices take account of

individual needs.

Reasonable adjustment means that whilst carrying out the assessment process it is necessary to take

into account the special characteristics of the candidate while ensuring the validity and reliability of

assessment decisions.

Adjustments are considered ‘reasonable’ if they do not impose an unjustifiable hardship upon the

RTO or employer. In determining whether an adjustment would impose unjustifiable hardship, the

following factors should be taken into account:

The nature of the benefit or detriment likely to be experienced by the person

concerned. The effect of the disability or disadvantage on the person concerned. The financial circumstances and the estimated amount of expenditure required

to be made by the organization claiming unjustifiable hardship.

Adjusting the assessment process may normally involve varying the procedures for conducting

the assessment. For example:

Allowing additional time to complete tasks. Extending deadlines for assignments. Varying the venue, date or times for assessment. Varying the evidence gathering techniques (i.e. using an assignment instead of

an Exam or a test, oral rather than written questioning, short answers instead of multiple choice and varying question and response modalities).


Delivery

Class Based (Face to Face) Training:

This program is delivered entirely off the job at the organisation’s training centre. It combines face to

face trainer led theory and practical sessions involving small group and individual activities.

For each module, candidates are provided with training manuals, which include all materials used in

the training sessions, assessment materials (other than tests) and reference materials. Also all

materials needed to perform tasks will be supplied.

Assessment Techniques

The evidence gathering techniques used include direct observation, unstructured verbal questions,

case study, written exam, and research projects.

Verbal questions are used in workplace and classroom as part of the formative assessment process,

so no ‘set questions’ are prepared. For instance, staff uses questions to check for background

knowledge, problem solving skills and knowledge transfer across contexts. Questions would also be

used when reviewing information entered on the client analysis sheet. Where relevant, notes would

be added to the client analysis sheet.

The theory classes use a variety of classroom delivery techniques to ensure our students understand

the materials and what is being said by the instructor.

Workplace Based Training:

We will deliver this course using an Assess - Train - Assess method, which involves the following:

An assessor from Angel Institute of Education will arrange a time to meet with each student, and tailor their program to suit their current employment (in line with the Training Package requirements)

Students will progressively undertake a formative assessment in each unit. The assessment will predominately involve observation of practical skills, and a detailed conversation with the assessor

After assessing the unit, the assessor will make a decision in regards to student readiness for assessment. If a student is deemed ready for assessment, they will undertake summative assessment. Once they are have demonstrated competency, they will then progress onto the next unit and repeat these steps.

In the event that a student is not deemed ready for assessment during the formative assessment, or does not demonstrate competency in the summative assessment, Angel Institute of Education will deliver customised training that is aimed at the students identified competency gap. Training and assessment is


based on a workplace based training model comprised of the following components of delivery, supervision, assessment and support:

o Workplace based training sessions (both on and off the job - but still at the workplace) to develop the knowledge and theoretical understandings required to

undertake hair dressing salon based work and work within a potentially highly regulated industry, and

Prepare for and practice dealing with situations that arise in a client facing service setting.

o Each student will be trained and monitored by our workplace trainer / assessors, with a minimum of monthly visits to their workplace. Workplace training may be undertaken one-on-one or in small groups.

o Tasks will be set for each student that relate to the course structure and their job for practice and formative assessment (by the trainer)

o Participants are expected to attend all scheduled training sessions o All tuition will take place on the client’s premises.

Once a student has received their gap training, a time will be arranged to conduct their final summative assessment. Summative assessments given to participants will occur in set tuition time (observational based assessments) and outside set tuition time (project based assessments). All on the job assessments will be observed by a supervisor. Employers will provide supervisor feedback - and this will be used as supplementary evidence

These summative assessments will be arranged after the completion of both formal and on the job learning opportunities. During the practical sessions, enough time is allocated to students to perform the required tasks, practice their skills, reinforce their knowledge and prepare themselves for the practical assessments.

Each student will have an allocated workplace mentor, along with a structure of duties that they must undertake in their workplace. This list of duties will be negotiated with the student, employer and trainer - and contextualised to the organisations requirements.

Each workplace mentor must be suitably experienced. We will provide full assistance to each mentor to ensure our students are receiving the best vocational experience possible.

Throughout the course, each student will also have direct contact to their unit trainer, who will be available to assist at all times.

Private / Out of Class Study - Students may need to allocate few hours of self study time per unit of competence to complete set activities and any associated review questions to enhance their understanding. This time is in addition to the structured supervised hours of training. (The trainer will inform the students about the minimum number of hours they need to put in for individual units to meet the nominal hours for the unit)


Telephone support from 9am to 5pm Monday to Friday from qualified staff employed by Angel Institute of Education.

Recognition of Prior Learning (RPL)

RPL is a process that is used to assess one's prior work experience and prior formal or informal study

against a nationally recognised qualification. Work experience can include on the job learning. Prior

formal study includes TAFE or university courses, while informal study includes attendance at

conferences and workshops as well as internal non-accredited training.

What is RPL?

RPL is a form of assessment that acknowledges skills and knowledge gained through:

Formal training conducted by industry or education

Work experience

Life experience

The main principle of RPL Focuses on the outcomes rather than when or where the learning occurred.

Evidence of competency is collected by the student and submitted to the nominated assessor and

assessment is made based on the required industry standard within the relevant training package unit

of competency

How does RPL work?

If you decide to apply for RPL, you will be asked for detail records of your experience, employment,

training etc which may be relevant. Part of the process requires you to conduct a self-assessment of

each performance criteria. Most importantly, you will need to provide evidence against each of the

performance criteria in a unit of competency (i.e. evidence that you have the skills and knowledge

outlined in the performance criteria). You will then have an interview with your trainer who will go

through your evidence portfolio with you.

Applicants who are able to provide satisfactory evidence that they have achieved the required unit of

competency or competencies may progress through the course with an exemption for the RPL units.

The following may assist you in the collection of evidence and the different types of evidence that you

might collect.

Types of Evidence

Certifications Industry workshop certificates of completion or attendance


Direct demonstration/

Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an assessor

Indirect demonstration

Use of photographs, videos, etc. showing performance of task when the assessor cannot be present

Products Models, items, objects that have been made, fixed or repaired by the candidate

Workplace documents

Rosters, budgets, reports, standard operating procedures developed by the candidate

Questions - written

Asking the candidate about real or hypothetical situations check understanding, task management and contingency management skills.

Assignments Projects, reports, essays, etc. relevant to the LLN requirements of the unit of competency

Third party reports Documented and verified reports from supervisor, colleague, subject expert, trainer or others

Self-assessment A candidate’s personal statement on their performance generally sufficient in isolation)

Simulation Simulated activity to accommodate difficult to demonstrate criteria e.g. emergencies, contingencies, difficult behaviours etc.

Portfolios Collections of evidence compiled by the candidate


RPL Process

RPL must be applied for within 14 working days but the college would prefer the application to be filed before the enrolment to a course.

RPL applications are made using the student RPL application form to collect general information about the applicant’s background.

Prior to the RPL application being completed and accepted, we will provide the RPL applicant with access to the relevant units;

Prior to the RPL application being completed and accepted, A trainer / assessor from our college will meet with the RPL applicant to:

o Explain the RPL process to the applicant; o Review the units the applicant is considering applying for; o Review the evidence the applicant has to support the RPL application; and o Provide advice to the applicant on how to collect and present evidence to

support their application.

The student RPL application form must then be completed and forwarded to the Training and Administration Coordinator.

A copy of the student RPL application form and all verified supporting documentation will be placed on the student file.

In a situation, where the applicant applying for RPL and is unable to provide sufficient evidence, the applicant has to undertake all the tasks/assessments for the unit(s) of competency he is applying the RPL for. If these tasks are granted competent, it will be considered as an evidence for RPL application

A trainer / assessor from our College will review the RPL application and advise the RPL applicant which units they consider RPL is applicable to and the reason why.

The RPL applicant will be given an opportunity to amend their RPL application if they so choose.

Whatever the trainer / assessor from our College advice is, it is entirely the applicant’s decision as to which units they will submit an RPL application for.

Once the RPL application has been reviewed and finalised the College will appoint qualified assessors to:

o Arrange the RPL assessment schedule with the applicant; o Conduct the RPL assessments by:

using the evidence of competency provided by the applicant, and matching the evidence against the unit elements, performance criteria, skills, knowledge, range statement and evidence guide; identify areas of competency which in the assessors opinion are met by the evidence provided;

identifying competency, knowledge or skill gaps in the evidence provided by the candidate and providing guidance and an opportunity for the candidate to supply additional evidence of competency;


Using components of the College assessment tools to provide evidence of competency where gaps still remain. The components of the College assessment tools to be used in this step will be determined by the remaining gaps in competency identified by the assessor.

o Ensure the Principles of Assessment and the Rules of Evidence are followed in undertaking the RPL assessments;

o Complete the assessment forms for each unit; o Provide feedback to the applicant for each assessment outcome; o Complete and sign the Student RPL application form indicating the

assessment outcome for each unit; o Advise the Student Administrator of the outcome of the RPL assessment

application. Further information or an interview with the student may be required before evaluation of the application is completed.

Students will be advised promptly of the decision.

RPL application documentation, assessment processes and outcomes will be placed in the applicants file.

Granting of RPL will be recorded as a unit outcome in the students file.

Student’s individual training plans will be adjusted to reflect any RPL granted.

Students may use our College appeal procedures if dissatisfied with the outcome of their RPL applications within 14 days of receiving the RPL outcome.

Credit Transfer: Recognition of formal qualifications

Students may have partially satisfied the competence requirements of a AIE Training Program by

having completed comparable vocational or academic study at another institution. “Mutual

recognition” is a central component of the Australian Quality Training Framework. Mutual recognition

ensures that all qualifications issued by other registered training organisations to students enrolling

with AIE are recognised. Nationally endorsed Training Packages and AQF accredited courses are

subject to mutual recognition.

If you are seeking mutual recognition and/or credit transfer for AQF qualifications and/or statements

of attainments awarded by another registered training organisation, you must;

Complete AIE’s Credit Transfer Application,

Provide a certified copy of the qualification or statement of attainment, or Provide original documents.

AIE may seek to validate the AQF qualification and/or statement of Attainment presented for mutual

recognition by contacting the issuing registered training organisation.


Where AIE is satisfied with the evidence supplied, you will be granted credit transfer for the unit of

competencies that you have already successfully completed.

Evaluation/Feedback

Throughout the duration of the course there will be scheduled intervals for evaluation and feedback.

You are encouraged to provide constructive information that will assist us in further development of

the course. All feedback is treated confidentially.

Support Services

All clients will be made aware of support services and accessibility issues.

Wherever possible, modified facilities and resources will be provided to assist clients with specific

disabilities.

Where required, additional support and assistance can be obtained or will be outsource to

appropriate local welfare and guidance support services

Learning and Assessment Support

We aim to identify and address learning needs of all students. We will use the information you provide

in the enrolment procedure and during training to best design training and Assessment strategies to

suit your needs.

Students are encouraged to express their views about learning needs they may have during the entire

Program. We recognise that many people have reading, writing or other learning difficulties or needs.

If you have learning difficulties or needs, we encourage you to talk to us. We will support you as best

as we can with the goal of successfully progressing you through your course.

Learning needs may relate to:

Recognition of Prior Learning

Learning Styles

Intellectual or Physical disabilities

Language, Literacy or Numeracy

Cultural or ethnic background

Socio economic factors

Language Literacy and Numeracy


We understand that training includes Language Literacy and Numeracy (LL&N) tasks which many

people may have difficulties with. As part of your enrolment you will be required to fill out and LL&N

assessment. This will help us identify any LL&N needs you may have and provide appropriate support

or refer you to external organisations providing courses to improve LL&N.

Where LL&N competency is essential, every effort will be made to ensure that student is adequately

supported. Examples of the types of support that we can offer include:

Language

Presenting only small amounts of information at a time

Speaking clearly, concisely and not too quickly

Giving verbal instructions in a logical sequence

Encouraging students to ask questions

Asking questions to students to ensure they understand questions

Literacy

Providing students with only essential tasks

Providing examples of completed tasks

Ensuring all documents are written and formatted in plain English

Using clear headings, highlighting certain key words and providing explanations of technical

terms used

Numeracy

Asking students to identify in words what the exact problem is and explaining how they might

solve it

Showing students how to do calculations/measurements through step by step instructions and

through examples of completed calculations

Encouraging the use of calculator and explaining how to use it

Support for Personal Problems

From time to time everyone faces problems in life that are difficult to resolve. These problems can

be distracting for students to progress through their qualification. If you are feeling concerned about

issues that you cannot overcome, please discuss with your trainer or Angel Institute of Education Staff

so that they can assist you or refer you to specialist help. Support provided by AIE will be treated

confidentially.


Safety

AIE is concerned in the well-being of its employees and clients and takes every precaution to ensure

safety standards are followed. You can help prevent accidents by reporting hazards to your Manager.

You must observe these safety rules at all times:

Be aware of emergency and exit locations.

Keep floors clean and free of unnecessary rubbish

Clean up spills immediately

Report any injury to your Manager

Never clean or move electrical equipment unless it is unplugged.

If you are injured, report the accident immediately.

Access and Equity

Angel Institute of Education is committed to affecting change that promotes equality of opportunity

for all. The Access and Equity Policy is guided by the following principles:

that all staff and students have a right to equality of opportunity

that there is recognition of, respect for and promotion of diversity within our community

that there is encouragement of initiatives to affect change

that while some people clearly need our advocacy, we support and encourage people on the journey of self-determination and self-advocacy (empowerment)

that everybody has a right to participate in decisions that affect their lives

The RTO ensure that the structures and practices of Angel Institute of Education are in line with state

and national legislation regarding all areas of Equal Opportunity, including sex discrimination, racial

discrimination, disability discrimination and Equal Opportunity for women in the workforce, in

particular by supervising the incorporation of the principles of state and national legislation into Angel

Institute of Education policy. Angel Institute of Education also refers to the Access and Equity policy

when complying with ASQA Standards.

Access to Records

Student Access


AIE acknowledges that AIE must ensure students have timely access to current and accurate records of their participation and progress. The organisation will ensure, either through electronic or hard copy documentation that students can access:

Course information;

Marketing materials; and

Handbooks and other Policy Documents.

Once a student has completed a, ‘access to record request form’, AIE will generate and provide a report including the following:

1. Student Name; 2. Courses Enrolled; 3. Courses Completed; 4. Courses Not Completed; and 5. Certificate of Attendance, Statement of Attainment, our Qualification Issued

AIE reserves the right to charge a fee to cover the cost of verifying an application and locating, retrieving, reviewing and copying any material requested.

Other Access AIE will ensure that students are aware that the RTO may disclose – within the bounds of relevant legislation – personal information, including sensitive information, held about a student to:

State, Territory, or Federal Government Departments;

Medical practitioners;

People providing services to the RTO, including specialist visiting trainer lecturers; and

To anyone whom the student authorizes the RTO to disclose that information.

Privacy Policy

The RTO ensures that it respects the privacy of students, prospective students and employers by

implementing the National Privacy Principles.

The National Privacy Principles (NPPs) in the Privacy Act (Privacy Amendment (Private Sector) Act

2000) sets out how private sector organisations should collect, use, keep secure and disclose personal

information. The principles give individuals a right to know what information an organisation holds

about them and a right to correct that information if it is wrong.

The RTO ensures that it operates consistently with the National Privacy Principles and only collects

the personal information that is necessary for the conduct of our business, and that we will use that

information in the manner for which it was intended.


Students will have access to all information we hold on them, and we will store and use the

information appropriately and limit access to only those who have a legal reason to have access to

that information, or whom the student has given permission.

Student information will not be provided to anyone else unless we have the permission from the

student or are specifically allowed or required to provide the information by law.

Policy

Information about fees and charges

Angel Institute of Education protects the fees that are paid in advance by students.

Angel Institute of Education does not require a student to ever pay more than $1500 in

advance for services not yet provided, either prior to course commencement or at any

stage during their course. Fees will be paid off during the course in instalments

according to a set payment plan.

Fee information relevant to a course is outlined in detail on the statement of fees as well

as the RTO’s website. In compliance with Clause 5.3 of the Standards, detailed fee

information is provided prior to enrolment or commencement of training, whichever is first.

Fee information includes:

All costs for the course including any materials fees or levies

Payment terms

Fees for Skills First programs in line with the Department’s Guideline about Fees.

The Student Handbook which are provided prior to enrolment, includes this Fees and

Refunds Policy and Procedure and informs the student of their consumer rights.

Where an employer is paying for a student’s course, an Employer Agreement will be

provided at the time of enrolment outlining the total fees, payment terms and schedule of

payments applicable.

Students have the right to a ‘cooling off period’ if they signed up to a course as a result of

tele-marketing or door-to-door sales. The cooling off period is 7 days from the date they

signed their enrolment form. To exercise this right, the student must notify our office in

writing within 7 days of enrolment.

Fees and charges for Skills First students

Tuition Fees

Tuition Fees for Skills First government-funded students are set in accordance with the

Guidelines about Fees issued by the Department each year. Tuition fees will be based on

a set rate per nominal hour in a student’s course. Tuition fees may or may not be applicable

to a course.

Tuition Fees will not be charged for any units that have a Credit applied.

For some courses, a Materials Fee applies which is additional to the Tuition Fees. Students

cannot receive their text books and materials until this is paid.

Since Angel Institute of Education is not an approved RPL funded provider, Skills First

students wanting to complete RPL will be required to pay full fees for any RPL units.

The published Tuition Fees for Skills First students are subject to change given individual

circumstances at enrolment.


Concessions

Concession fees apply to Skills First students who enrol in a course at Certificate IV level

or lower, and can provide evidence of entitlement to concession.

To be eligible for concession rates, the student must, on the date of enrolment:

Be a holder of a current Commonwealth Health Care Card or a spouse or be

a dependent child of a card holder

Be a holder of a Pensioner Concession Card or be a spouse of, or a dependent

child of a card holder

Be a holder of a Veterans Gold Card

A copy of the card must be provided to our office prior to the commencement of training.

Concession fees will be 20% of the normal Tuition Fee.

Concession rates are only applied to Tuition Fees and do not apply to other fees such

as materials fees.

Concession fees also apply to any Skills First student enrolled under the Asylum

Seeker VET Program.

Concession fees will also apply to students who are Aboriginal or Torres Strait Islander and

students that enrol under the Asylum Seeker VET program, enrolling at any level course.

Job Service agencies referring Job Seekers to participate in a Skills First course with Angel

Institute of Education will be required to pay the difference between the normal Tuition Fee

and the Concession Fee if the Job Seeker is eligible for concession.

Fee Waivers

Tuition Fee waivers will be granted to the following individuals, meaning that no Tuition

Fees need to be paid for these students:

A student who is from the Lazarus Transition Centre (as a prisoner within the meaning

of the Corrections Act 1986).

A student who is required to undertake the course pursuant to a community based order

made under the Children, Youth and Families Act 2005.

A student who is referred with a standard Young People Transitioning from Care

Referral Form.

Tuition fee waivers as outlined above will only be granted where Angel Institute of

Education is provided with the appropriate evidence as required by the Department.

Statement of Fees

All Skills First students will receive a Statement of Fees prior to enrolment which is an

individualised quote for the course they are enrolling in. This will include:

the code, title and currency of the training product in which the student is to be enrolled

the training and assessment, and related educational and support services Angel

Institute of Education will provide to the student including the:

estimated duration

expected locations at which training and assessment will occur

expected modes of delivery

name and contact details of any approved third party that will provide training

and/or assessment, and related educational and support services to the learner on

the RTOs behalf, and


any work placement or practical placement arrangements.

the hourly tuition fees relevant to the individual enrolment taking account of any

applicable concessions or waiver/exemptions

the approximate value of the government contribution expressed in dollars, and

any other applicable fees, such as student services, amenities, goods or materials.

Course fee inclusions

Course and tuition fees include:

All of the training and assessment required for students to achieve the qualification or

course in which they are enrolling within the attempts allowed. However, in the case of

re-assessment, where a student fails to achieve a satisfactory outcome after three

attempts at an assessment task, an additional fee may apply for additional training and

re-assessment. This fee is outlined on the Student Agreement.

Course fees do not include required text books and learning materials. These are at an

additional cost, as outlined on the Course Outline. Textbooks can either be purchased

from Angel Institute of Education or external textbook providers as indicated on the

Student Agreement.

Issuance of one set of certification documents including the testamur (certificate) and

record of results and/or a Statement of Attainment (in the case of withdrawal or partial

completion). Re-issuance or additional copies of these documents will attract a fee of

$50 per document.

Course and tuition fees do not include:

Any optional textbooks and materials that may be recommended but not required to

complete a course.

Replacement textbooks if original copies are lost or misplaced. Costs for replacement

textbooks are outlined on the Student Agreement.

Stationery such as paper and pens.

Re-assessment if required, as outlined above.

Re-issuance of AQF certification documents – a cost of $50 per document applies.

Angel Institute of Education cannot guarantee that students will successfully complete the

course in which they enrol regardless of whether all fees due have been paid.

Payments

Payments can be accepted by electronic transfer

Students who are experiencing difficulty in paying their fees are invited to call our office to

make alternative arrangements for payment during their period of difficulty.

Debts will be referred to a debt collection agency where fees are more than 40 days past

due.

Angel Institute of Education reserves the right to suspend the provision of training and/or

other services until fees are brought up to date. Students with long term outstanding

accounts may be withdrawn from their course if payments have not been received and no

alternative arrangements for payment have been made.

Refunds for fee-for-service students

All course fees for fee-for-service students include a non-refundable deposit which is

detailed on the Course Outline and Student Agreement. The deposit is non-refundable,

except in the circumstances detailed below.


A full refund of any fees paid (including the deposit) will apply where a student

withdraws or cancels their course in writing within the cooling off period. The cooling

off period is 7 days and applies from the date of first enrolment or sign-up.

A full refund of any fees paid (including the deposit) will apply if Angel Institute of

Education is required to cancel a course before it commences due to insufficient

numbers or for other unforeseen circumstances.

In the unlikely event that Angel Institute of Education or any third parties responsible for

delivering training and assessment on its behalf, is unable to deliver the course or any

portion of the course as promised, the student will be issued with a refund for the course

or portion of course that was not provided. This includes the following situations:

Where Angel Institute of Education or any third parties delivering training and

assessment on its behalf ceases to operate.

Where Angel Institute of Education ceases to deliver the course in which a student is

enrolled and the agreement is terminated.

Where Angel Institute of Education needs to make a change to the terms of the student

agreement (such as the way the course is delivered or conditions of enrolment) and a

new agreement cannot be reached with the student to account for changes.

In any of the above situations, Angel Institute of Education will automatically conduct a

refund assessment of all affected students and issue the refunds due accordingly. In these

cases there is no need for a student to make an individual application for a refund. Refunds

will be issued within 28 business days.

Students who withdraw from a course may seek a refund or a reduction in fees owing by

making an application for a refund in writing using the Application for Refund Form. The

application must include the details and reason for the request. Students who have not

completed a Withdrawal Form are not eligible for consideration of a refund or reduction in

fees.

The refund assessment will be based on reviewing the services provided to the student

and the costs incurred by Angel Institute of Education to provide those services.

The outcome of the refund assessment will be provided in writing to the student’s registered

address within 28 business days, outlining the decision and reasons for the decision along

with any applicable refund or adjustment note. Refund decisions can be appealed following

our Complaints and Appeals Policy and Procedure.

A student not achieving the qualification or unit/s in which they enrolled due to exhausting

their attempts at assessment, does not entitle the student to a refund.

RPL application fees are non-refundable.

Refunds for Skills First students

A full refund will be granted for Skills First students if they cancel their enrolment at least

14 days prior to their course commencing. The cancellation must be notified in writing to

our head office.

A full refund will also apply if Angel Institute of Education is required to cancel a course due

to insufficient numbers or other unforeseen circumstances.

Skills First students who withdraw from a course and wish to seek a refund must request

this in writing using the Application for Refund Form. Students who have not completed a

Withdrawal Form are not eligible for consideration of a refund. A refund will apply for the

Tuition Fees paid for any units that have not been commenced.

Refunds will not be provided for materials fees if the student has received any or all course

materials.


The outcome of the refund assessment will be provided in writing to the student’s registered

address, within 28 business days outlining the decision and reasons for the decision along

with any applicable refund or adjustment note. Refund decisions can be appealed following

our Complaints and Appeals Policy and Procedure.

Recording and payment of refunds

Refunds will be paid to the Fee Payer, the person or organisation that made the original

payment.

Refund assessments can be appealed following our Complaints and Appeals Policy and

Procedure.

Records of refund assessments and issuance of refunds will be stored securely on the

student’s file and in our accounts keeping system.

Publication

Angel Institute of Education will publish in a prominent place on its website the following:

Standard tuition fees payable for each qualification/ course it offers under the VET

Funding Contract, including concession rates and any other fees including but not

limited to student services, amenities, goods, materials or administration fees. The

following caveat will be displayed with all fees: The student tuition fees as published are

subject to change given individual circumstances at enrolment.

Costs for fee for service programs.

This Fees and Refunds Policy.

NCVER Student Survey

Students may be contacted by the National Centre for Vocational Education and Research (NCVER)

and asked to participate in a survey evaluating their training experience with AIE.

Code of Conduct

All clients are responsible for acting and ensuring others act in accordance with Occupational Health,

Safety and Environmental laws, regulations and policies at all times. Treat others with dignity and

respect, and are honest and fair and ensure that our behaviour is beyond reproach.

Use Angel Institute of Education’s property responsibly and safely.

Remember that we are accountable for our actions and responsible for their consequences.

Harassment


Angel Institute of Education aims to provide a learning environment free of harassment and

discrimination and to protect the safety and wellbeing of individuals. No person shall be directly or

indirectly disadvantaged due to his or her sex, race, pregnancy, political or religious belief, disability,

age, marital status, parental or carer status, physical features, personal association, sexual preference,

or being from a non-English speaking background.

Any person who feels that they are is being sexually harassed or discriminated against should advise

the other party that the conduct is inappropriate, offensive and must cease. If it continues the person

has the right and is encouraged to make a complaint, which will be treated seriously, sympathetically

and confidentially. Action will be taken to stop the harassment or remedy the discrimination.

If a complaint of sexual harassment is substantiated against any individual person, the person may be

disciplined. If the behaviour does not change, the complaint can be brought to the attention of the

Operations Cordinator of Angel Institute of Education, who will deal with the matter.

The person may be unaware that their behaviour is upsetting and discussing the situation amicably

may clear up any misunderstanding. If the harassment or discrimination continues, assistance should

be sought or a formal complaint should be made. Any necessary investigation will be carried out in an

impartial manner.

Bullying

Bullying is inappropriate behaviour aimed to demean and humiliate others, either as individuals or as a group. Examples of bullying behaviour include:

Manipulation;

Intimidation;

Belittling remarks;

Persistent criticisms, nit picking or fault finding;

Verbal and/or physical abuse;

Isolation from colleagues;

Withholding information; or

Setting unrealistic targets.


Plagiarism & Cheating

What is plagiarism?

Specifically, plagiarism is:

presenting other people's designs and images as your own work;

submitting work as your own that someone else has done for you; copying phrases and passages word-for-word without quotation marks and

without a reference to the author; this includes but is not limited to books, journals, reports, theses, websites, conference papers and course notes; or paraphrasing an author's work and presenting it without a reference.

When to Reference

You must provide a reference whenever you quote, paraphrase or summarise someone else’s ideas,

theories or data. You must also reference any graphic information you use. Some of the sources you

will need to reference include:

books or chapters in books

journal or newspaper articles

conference papers

films or television programs

personal communications like emails, interviews or letters

Electronic sources such as web pages, journal articles from online databases, or Usenet groups.

For information on the correct way to reference, see the following website:

www.lc.unsw.edu.au/onlib/ref.html

What is cheating?

Cheating is:

copying any part of another students' work;

submitting items of assessment that are written in conjunction with other students;

submitting a piece of work has already been submitted for assessment in another course;

sharing or copying an assessment, test or assignment; or,

Doing someone else's assessment, test or assignment.


Consequences

AIE’s policy regarding students implicated for plagiarism or cheating may include: repeating the entire

unit, suspension from the course and possible cancellation from your course. All plagiarism and

cheating is viewed seriously by AIE,

Authentication of Assessment

Regrettably, some students do submit work that is not their own. To preserve the validity of AIE course

awards for all students AIE maintains a continuous surveillance process to ensure student work

submitted is authentic. Consequently, during the course of your training program an AIE Assessor may

contact you regarding assignment work that you have submitted. The purpose of this contact is to

validate that the work you have submitted is your own. This validation will consist in the Assessor

questioning you on the content of your submissions. In the event your work cannot be authenticated

you will be required to resubmit the work for assessment or the matter may be referred to AIE

Disciplinary committee. Students failing to co-operate with the Assessors reasonable requests will be

automatically referred to the AIE Disciplinary committee. Where a student’s work has not met AIE’s

authenticity requirement to the satisfaction of the Assessor the student is entitled to appeal the

decision. See “Complaints & Appeals”.

Copyright

All material provided to you, or to which you are provided access are made available by AIE under the

provisions of the Commonwealth of Australia Copyright Act 1968. AIE provides this material only for

fair use by you in the course of your training. You are not permitted to copy, store, distribute, pass-

on, broadcast or in any other way use this material without the express written permission of the

Copyright holder. Breaches of copyright will attract disciplinary proceedings (including possible

expulsion) and may also attract criminal and civil proceedings under the Act.

STUDENT CANCELLATION

Students wishing to withdraw their enrolment must complete a withdrawal and submit to

the Student Administrations Department.

All documentation for the cancellation will be kept in the student admin file and SVTS shall

be notified via AVETMISS (if applicable) of the decision to cancel the enrolment as a result

of the student’s request.

If the student decides to return to Angel Institute of Education and continue studying the

course, students must complete the enrolment process again and a new training plan will

need to be put in place with the correct start and end date of the course. Both the student

and the trainer will need to sign the new training plan.


PROVIDER DEFERRAL

Angel Institute of Education may defer an enrolment where the course is not being offered at the

proposed date, site, or any other reason Angel Institute of Education deems necessary to cancel the

course.

PROVIDER SUSPENSION

Angel Institute of Education has the ability to suspend a student’s enrolment on the grounds of

misbehaviour. This misbehaviour may include but is not limited to acts of discrimination, sexual

harassment, and vilification or bullying as well as acts of cheating or plagiarism. Such acts of

misbehaviour will be classified into one of two categories.

Academic Misconduct

The following gives an indication to the types of behaviour that constitute ‘Academic Misconduct’

within Angel Institute of Education:

Examinations

Students must not help or receive assistance from other students

Students must not request the loan of or lend materials or devices to other students

Students must not bring any materials into the examination room other than those specified

for that examination

Students must not use computer software or other devices during an examination other

than those specified.

A student may be excluded from a final examination in a unit for any of the following reasons:

failure to meet unit requirements, for example non-submission of assignments or failure to

attend class or mid-semester tests

academic misconduct

general misconduct (see below)

Other assessment tasks

Students must not copy or paraphrase any document, audio-visual material, computer-

based material or artistic piece from another source except in accordance with the

conventions of the field of study


Students must not use another person’s concepts, results or conclusions and pass them off

as their own

In cases where the assessment task is intended to be individual work not group work,

students must not prepare an assignment collaboratively and then submit work that is

substantially the same as another student’s assessment.

Students must not ask another person to produce an assessable item for them.

General Misconduct

General misconduct is where a student:

Acts dishonestly;

Harasses other students or staff;

Interferes with students or staff;

Prevents or disrupts learning;

Disobeys/fails to comply with contractual or legal requirements;

Misuses, damages or steals a Angel Institute of Education’s property or the property of

others;

Alters/defaces Angel Institute of Education documents or records;

Prejudices the good name of Angel Institute of Education, or otherwise acts in an improper

manner.

The following examples indicate the kinds of behaviour which constitute student misconduct. They

are for illustrative purposes and are not intended to be exhaustive. Student misconduct occurs when

a student:

contravenes any rules or acts;

prejudices the good name or reputation of Angel Institute of Education;

prejudices the good order and governance of Angel Institute of Education or interferes with

the freedom of other people to pursue their studies, carry out their functions or participate

in the life of Angel Institute of Education;

fails to comply with conditions agreed in the contract;

wilfully disobeys or disregards any lawful order or direction from Angel Institute of Education

personnel;

refuses to identify him or herself when lawfully asked to do so by an officer of Angel Institute

of Education;

fails to comply with any penalty imposed for breach of discipline;


misbehaves in a class, meeting or other activity under the control or supervision of Angel

Institute of Education, or on Angel Institute of Education premises or other premises to

which the student has access as a student of Angel Institute of Education;

obstructs any member of staff in the performance of their duties;

acts dishonestly in relation to admission to Angel Institute of Education;

knowingly makes any false or misleading representation about things that concern the

student as a student of Angel Institute of Education or breaches any of Angel Institute of

Education rules;

alters any documents or records;

harasses or intimidates another student, a member of staff, a visitor to Angel Institute of

Education, or any other person while the student is engaged in study or other activity as a

student, because of race, ethnic or national origin, sex, marital status, sexual preference,

disability, age, political conviction, religious belief or for any other reason;

breaches any confidence of Angel Institute of Education;

Misuses any facility in a manner which is illegal or which is or will be detrimental to the rights

or property of others. This includes the misuse, in any way, of any computing or

communications equipment or capacity to which the student has access at or away from

Angel Institute of Education premises while acting as an Angel Institute of Education student,

in a manner which is illegal or which is or will be detrimental to the rights or property of

others;

steals, destroys or damages a facility or property of Angel Institute of Education or for which

Angel Institute of Education is responsible; or

is guilty of any improper conduct.

Provider Cancellation

In some cases where the student’s misconduct is severe, Angel Institute of Education has the right to

cancel the enrolment.

Where the Operations Cordinator has decided the misconduct is severe enough for

cancellation the following must occur:

o The student will be informed in person (where possible), and in writing of the decision

of Angel Institute of Education to cancel the student’s enrolment

o They will be informed of the fact that they have the right to appeal the decision by

accessing the complaints and appeals policy and completing this appeal within 20

working days of the notification


Complaints and Appeals

Policy

1. Nature of complaints and appeals

Angel Institute of Education responds to all allegations involving the conduct of:

The RTO, its trainers and assessors and other staff.

Any third party providing Services on behalf of Angel Institute of Education.

Any student or client of Angel Institute of Education.

Complaints may be made in relation to any of Angel Institute of Education’s services and

activities such as:

the application and enrolment process

marketing information

the quality of training and assessment provided

training and assessment matters, including student progress, student support and

assessment requirements

the way someone has been treated

the actions of another student

An appeal is a request for a decision made by Angel Institute of Education to be

reviewed. Decisions may have been about:

course admissions

refund assessments

response to a complaint

assessment outcomes / results

other general decisions made by Angel Institute of Education

2. Principles of resolution

Angel Institute of Education is committed to developing a procedurally fair complaints and

appeals process that is carried out free from bias, following the principles of natural

justice. Through this policy and procedure, Angel Institute of Education ensures that

complaints and appeals:

Are responded to in a consistent and transparent manner.

Are responded to promptly, objectively, with sensitivity and confidentiality.

Are able to be made at no cost to the individual.

Are used as an opportunity to identify potential causes of the complaint or appeal and

take actions to prevent the issues from recurring as well as identifying any areas for

improvement.


Angel Institute of Education will inform all persons or parties involved in any allegations

made as well as providing them with an opportunity to present their side of the matter.

Nothing in this policy and procedure limits the rights of an individual to take action under

Australia’s Consumer Protection laws and it does not circumscribe an individual’s rights

to pursue other legal remedies.

Where a student chooses to access this policy and procedure, Angel Institute of

Education will maintain the student’s enrolment while the complaints/appeals handling

process is ongoing.

3. Timeframes for resolution

Complaints and appeals will be finalised as soon as practicable or at least within 30 calendar

days unless there is a significant reason for the matter to take longer. In matters where

additional time is needed, the complainant or appellant will be advised in writing of the

reasons and will be updated weekly on the progress of the matter until such a time that the

matter is resolved.

4. Records of complaints and appeals

Angel Institute of Education will maintain a record of all complaints and appeals and their

outcomes on the Complaints and Appeals Register, which will be securely stored according

to the Privacy Policy and Procedures.

5. Making a complaint or appeal

Complaints about a particular incident should be made within ninety (90) calendar days of

the incident occurring and appeals must be made within thirty (30) calendar days of the

original decision being made.

Complaints and appeals must be made in writing using the Complaints and Appeals

Form, or other written format and sent to Angel Institute of Education’s head office at 3/62

Robinson Street VIC Dandenong 3175 attention to the Chief Executive Officer.

When making a complaint or appeal, provide as much information as possible to enable

Angel Institute of Education to investigate and determine an appropriate solution. This

should include:

The issue you are complaining about or the decision you are appealing – describe

what happened and how it affected you.

Any evidence you have to support your complaint or appeal.

Details about the steps you have already taken to resolve the issue.

Suggestions about how the matter might be resolved.

All complaints and appeals will be acknowledged in writing via email or post within 7

days.

6. Resolution of complaints and appeals

Some or all members of the management team of Angel Institute of Education will be

involved in resolving complaints and appeals as outlined in the procedures.

Where a complaint or appeal involves another individual or organisation, they will be

given the opportunity to respond to any allegations made.


Where a third party delivering Services on behalf of the RTO is involved, they will be

included in the process of resolving the complaint or appeal.

In the case of an assessment appeal, an assessor who is independent from the original

decision will assess the original task again. The outcome of this assessment will be the

result granted for the assessment task.

7. Independent parties

Angel Institute of Education acknowledges the need for an appropriate independent party

to be appointed to review a matter where this is requested by the complainant or

appellant and the internal processes have failed to resolve the matter. Costs associated

with independent parties to review a matter must be covered by the

complainant/appellant unless the decision to include an independent party was made by

Angel Institute of Education.

Angel Institute of Education may also appoint the independent party to be involved in the

resolution of a complaint or appeal where it is deemed necessary.

The independent party recommended by Angel Institute of Education is Melbourne

commercial arbitration and mediation centre). Complainants and appellants are able to

use their own external party at their own cost.

Angel Institute of Education will provide complete cooperation with the external mediator

investigating the complaint/appeal and will be bound by the recommendations arising out

of this process.

The CEO will ensure that any recommendations made are implemented within twenty

(20) days of being notified of the recommendations. The complainant or appellant will

also be formally notified in writing of the outcome of the mediation.

8. External complaint avenues

Angel Institute of Education agrees to respond to and cooperate in good faith with any

complaints handling mechanism or process established by ASQA or the Department from

time to time for the purpose of resolving student complaints or other issues in relation to

the delivery of services.

Complaints can be made externally through the following avenues:

National Training Complaints Hotline:

The National Training Complaints Hotline is a national service for consumers to register

complaints concerning vocational education and training. The service refers consumers

to the appropriate agency/authority/jurisdiction to assist with their complaint. Consumers

can register a complaint with the National Training Complaints Hotline by:

Phone: 13 38 73, Monday - Friday, 8am to 6pm nationally.

Email: [email protected]

For more information about the National Training Complaints Hotline, refer to the

following webpage: https://www.education.gov.au/NTCH

Australian Skills Quality Authority (ASQA):

mailto:[email protected]

https://www.education.gov.au/NTCH


Complainants may also complain to Angel Institute of Education’s RTO’s registering

body: Australian Skills Quality Authority (ASQA).

However, ASQA will only use the information you provide to inform its regulatory

approach and will not contact Angel Institute of Education on behalf of the complainant or

act as their advocate. For more information, refer to the following webpage:

http://www.asqa.gov.au/complaints/make-a-complaint---domestic-students/make-a-

complaint---domestic-students1.html

Department of Education and Training

Complaints relating to government funded training under the Skills First Funding Contract

can be made to the Department of Education and Training. The Department is principally

concerned with complaints regarding RTO misconduct including unethical and fraudulent

practices. If a party wishes to make a complaint to the Department, they can do so by:

Downloading the Department’s complaint form, available at

http://www.education.vic.gov.au/about/contact/Pages/compliancecomplain.aspx; and

Returning the completed form to the following email address

[email protected]; or

Alternatively, the party can post the completed complaint form to:

Deputy Secretary, Higher Education and Skills Group

c/- Executive Director, Training Market Operations

GPO Box 4367

Melbourne, Victoria 3001

Monitoring Student Academic Progress Policy

Angel Institute of Education provides students with a training plan for the chosen course at the time of enrolment. This training plan will provide details of the units to be undertaken and dates of when these units will be delivered.

Angel Institute of Education monitors, records and assesses the course progress of each student for the course in which the student is currently enrolled in accordance to the ASQA Standards and Skills for Victoria Requirements

Angel Institute of Education has an intervention strategy for any student who is not making satisfactory course progress. It is made available to staff and students and it specifies: o procedures for contacting and counseling students; o strategies to assist identified students to achieve satisfactory course progress;

and o The process by which the intervention strategy is activated.

Angel Institute of Education’s intervention strategy includes provision for: o where appropriate, advising students on the suitability of the course in which they

are enrolled; o assisting students by advising of opportunities for the students to be reassessed

for tasks in units or subjects they had previously failed, or demonstrate the

http://www.asqa.gov.au/complaints/make-a-complaint---domestic-students/make-a-complaint---domestic-students1.html

http://www.asqa.gov.au/complaints/make-a-complaint---domestic-students/make-a-complaint---domestic-students1.html


necessary competency in areas in which they had not been previously able to demonstrate competency

If a student is identified for the first time as not making satisfactory course progress, the intervention strategy is implemented. The intervention strategy is activated within the first four weeks of the following study period.

If Angel Institute of Education identifies a student who is at risk of making unsatisfactory progress Angel Institute of Education implements its intervention strategy as early as practicable.

Angel Institute of Education notifies the SVTS through AVETMISS (if applicable) systematically of the student’s course progress.

Other Information

Change of address and contact details

You are required to advise AIE of your residential address and telephone number and of any

subsequent changes to your residential address and telephone number whilst enrolled in a course. It

is your responsibility and in your own interests to ensure that you update your address details at AIE

by completing the change of detail form within 7 days of change to ensure you receive important

information that the RTO may send to you from time to time.


Governing Bodies, Laws and Regulations

A Registered Training Organisation is governed by several Authorities, Laws and Regulations, both

state and national. These determine the standard which AIE must comply to. To ensure all persons

associated with AIE are aware of the requirements, brief descriptions have been included below for

reference.

Australian Skills Qualifications Authority (ASQA)

The Australian skills qualification authority (ASQA) regulates all education and training providers in

Victoria from home schooling to higher education including overseas secondary student exchange

organisations.

The ASQA maintains a register of all schools and providers in Australia and the accredited

qualifications they offer. Every providers, unit and qualification on the register has to meet standards

required under the Education and Training Reform Act 2006 and regulations.

Quality Standards

ASQA audits Angel Institute of Education Pty Ltd to ensure compliance against Quality Standards.

These standards are set out in ASQA Guidelines for VET Providers and AQTF Standards.

ASQA Guidelines for VET Providers

The ASQA has developed set of guidelines to strengthen the quality of vocational education and

training (VET) in Victoria. These guidelines are accessible from ASQA website.

Australian Quality Training Framework (AQTF)

All vocational education and training in Australia is regulated under the Australian Quality Training

Framework (AQTF).

The Australian Quality Training Framework (AQTF) is the national set of standards that assures

nationally consistent, high-quality training and assessment services for the clients of Australia’s

vocational education and training system.

All of the AQTF publications can be downloaded from the National Skills Standards Council (NSSC)

website: www.nssc.natese.gov.au.

*Reference: http://www.ASQA.vic.gov.au/


Skills Victoria

Registered Training Organisations are authorised by the Victorian Government through Skills Victoria

to deliver funded training that is nationally recognised around Australia. AIE must demonstrate that

we are:

Financially viable

Registered in Victoria, with the capacity to deliver courses on our existing Scope of Registration

Providers of quality training, demonstrated through a satisfactory registration audit record and mandatory publication of all audit reports

Compliant with the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) in the provision of data

VTG – Victorian Training Guarantee

The Victorian Training Guarantee is making TAFE and training more accessible to people who do not

have a post-school qualification, or who want to gain a higher level qualification than they already

hold.

The Victorian Training Guarantee entitles eligible students to a government subsidised place through

one of Victoria’s TAFE institutes, university TAFE Divisions, Adult Community Education organisations,

or private registered training providers.

Education and Training Reform Act 2006

The main purpose of this Act is to reform the law relating to education and training in Victoria by

providing for a high standard of education and training for all Victorians.

In particular this Act makes provision for or with respect to—

the years of compulsory schooling and the options available;

vocational education and training, technical and further education, adult community and further education, and other post-compulsory education and training;

the establishment and regulation of Government schools and the regulation of non-Government schools and home schooling;

the establishment and regulation of post compulsory education institutions and providers;

the development and accreditation of courses and the issuing of qualifications;

the recognition and regulation of the teaching profession and the maintenance of standards of professional practice for that profession;


the employment in the teaching service of Government school teachers and other persons;

the monitoring, planning and development of the provision of education and training;

The repeal and re-enactment of various Acts relating to education and training.

*Reference http://www.legislation.vic.gov.au/

Privacy Act 1988

The Privacy Act preludes the giving of a student’s information to parties other than the actual student

except for proper administration and reporting to external authorities. Student information includes

the student’s name, address, phone number, timetable and academic results.

Sex Discrimination Act 1984

The Sex Discrimination Act 1984 prohibits discrimination on the basis of sex, marital status, pregnancy

or potential pregnancy in a range of areas of public life. These areas include work, accommodation,

education, the provision of goods, facilities and services, the activities of clubs and the administration

of Commonwealth laws and programs.

Among other things, the Sex Discrimination Act seeks to eliminate discrimination involving dismissal

of employees with family responsibilities and to eliminate sexual harassment in areas of public

activity.

Recognition and acceptance within the community of the principle of the equality of men and women

is also a goal of the Sex Discrimination Act.

*Reference: http://www.ag.gov.au/www/agd/agd.nsf/Page/Humanrightsandanti-discrimination_Sexdiscrimination

Racial Discrimination Act 1975

The Racial Discrimination Act prohibits discrimination on the basis of race in many areas of public life.

These include in employment, renting or buying property, the provision of goods and services,

accessing public places and in advertising. The Act also prohibits offensive behaviour based on racial

hatred (racial vilification).

*Reference: http://www.ag.gov.au/www/agd/agd.nsf/Page/Human_rights_and_anti-discrimination

http://www.legislation.vic.gov.au/

http://www.ag.gov.au/www/agd/agd.nsf/Page/Human_rights_and_anti-discrimination


Occupational Health and Safety Act 2004

The Act is designed to provide a broad framework for improving standards of workplace health and

safety to reduce work-related injury and illness. It allows duty-holders to determine their approach to

achieving compliance with the Act.

The Act aims to:

secure the health, safety and welfare of employees and other people at work;

protect the public from the health and safety risks of business activities;

eliminate workplace risks at the source; and

Involve employers, employees and the organisations that represent them in the formulation and implementation of health, safety and welfare standards.

Throughout the Act, the meaning of health includes psychological health as well as physical health. All

Victorian workers are provided with protection by this Act. This includes employees, contractors, sub-

contractors, outworkers and employees in State Government departments and instrumentalities.

However, employees of the Commonwealth Government are covered by different legislation. The Act

also provides protection for the general public so that their health and safety is not placed at risk by

work activities.

*Refer to the Occupational Health and Safety Act 2004

**Reference SUMMARY OF THE OCCUPATIONAL HEALTH AND SAFETY ACT 2004 2ND EDITION JUNE 2005