Training and Assessment Strategy (TAS) Development Policy

1. Purpose

To ensure Canberra Institute of Technology (CIT) develops training and assessment strategies (TAS) that:

• are consistent with the requirements of nationally accredited training products
• are responsive to industry and students' needs
• align with teaching and assessment practices that support and promote learning
• continually improves the quality of courses and services
• provides accurate and current training and assessment information to potential students
• delivers training and assessment that meet the Standards for Registered Training Organisations (RTOs) 2015 and other relevant legislation/regulatory frameworks.

2. Scope

Where this policy refers to CIT, it includes CIT Solutions.

This policy applies to all training and assessment delivery for nationally accredited training products on CIT's Scope of Registration.

This policy applies to all staff engaged in the management, delivery and assessment of nationally accredited training products and is to be read in conjunction with the TAS Development Procedure and TAS Review and Approval Procedure.

3. Principles

A TAS:

• is the critical planning and strategy document for every training product delivered by CIT
• drives quality practice at CIT
• must document current delivery practice at all times
• must be relevant to industry and reflect current industry practice.
• must support student success through delivery, assessment and student support.

A TAS describes the approach to training and assessment activities for nationally accredited training products on CIT’s Scope of Registration.

It is a regulatory requirement that a registered training organisation has strategies in place to provide quality training and assessment across all its operations. To meet these requirements, CIT will only deliver and implement training courses supported by a detailed and compliant TAS.

The TAS underpins several functions and systems in CIT, providing the single point of truth for:

• information in the Student Management System
• information in the Learning Management System
• Australian Apprentice training plans and on-the-job training requirements
• international students’ training requirements
• students under the age of 18
• course planning
• budget planning
• educators
• quality advisors
• education advisors
• enrolment officers
• all course information on the CIT website.

The TAS describes the appropriate documentation, staffing, resources and infrastructure to conduct the training and assessment.

A separate TAS is required for each distinctive mode of delivery and/or student cohort (for example, blended/classroom, apprentice/non-apprentice, fully online or customised for a specific commercial client).

3.1   TAS development

CIT will review each TAS at least annually (refer: TAS Development Procedure and TAS Review and Approval Procedure).

CIT will develop a new TAS when a nationally accredited training product is added to its scope of registration (refer: Amendment to Scope of Registration Policy and Amendment to Scope of Registration Procedure). This can be:

• a qualification
• a recognised skill set
• a standalone unit of competency
• an accredited course.

Each TAS includes:

• a course summary
• course information:
  • the relevant training product
  • the learning and assessment context
• the duration and scheduling of training and assessment
• the education and support services available
• physical and human resources required
• entry requirements (including inherent requirements)
• the cohort and needs of students
• the learning and training strategy (the structure, mode and sequence of training delivery)
• the assessment strategy
• industry engagement and consultation including, for Australian Apprenticeships, industry endorsement of the minimum required units of competency for on-the-job training
• the training and assessment evaluation process
• details of licensing or regulatory requirements.

The responsibility for delivery of the course against the approved TAS rests with the College Director and is managed operationally by the Head of Department.

3.2 Responsibilities

3.2.1 Teaching and Learning Quality Committee

The Teaching and Learning Quality Committee (TLQC) is responsible for reviewing and endorsing new and updated TAS prior to delivery and assessment, ensuring changes are compliant with relevant standards.

3.2.2 Education Design and Delivery Lead

The Education Design and Delivery Lead is responsible for:

• ensuring the consistent quality of training and assessment delivered
• ensuring TAS reflect industry practice
• ensuring TAS meet training needs of the ACT and surrounding region
• ensuring training and assessment meets the needs of the student cohort
• ensuring a digital repository of TAS is available for staff
• ensuring the TAS templates and relevant documents are up-to-date and compliant with training packages, the Standards for RTOs and other relevant legislation
• monitoring TAS documents for currency and compliance
• ensuring a quality assurance system underpins the development and/or review of TAS documents
• monitoring and evaluating trends across CIT identified in TAS reviews and promoting a culture of continuous improvement for training and assessment strategies
• reporting to Academic Council on training and assessment delivered.

3.2.3 College Director

The College Director is responsible for:

• ensuring the annual TAS review is completed
• ensuring consultation occurs with stakeholders as appropriate, including but not limited to:
  • industry representatives, such as sole traders, large businesses, government agencies and community organisations in Canberra and regional areas
  • CIT Industry and Innovation
  • CIT Student Support
  • CIT Facilities
  • CIT People and Culture
• managing the process to develop and review each TAS
• recommending a new or updated TAS for Teaching and Learning Quality Committee endorsement
• ensuring each TAS has been approved and is accessible to educators (refer: TAS Development Procedure)
• ensuring delivery of training and assessment in line with the TAS.

3.2.4 Head of Department

The Head of Department is responsible for:

• consulting with educators, industry and other internal stakeholders and collecting evidence to inform the TAS
• developing the TAS, including describing:
  • accurate identification of each training product
  • packaging and entry requirements
  • where educational support and services may be required
  • training and assessment physical and human resource requirements
  • the structure, mode and sequence of training delivery and assessment
  • the duration and scheduling of training and assessment
  • the volume of learning and the amount of training
  • industry engagement and consultation strategies
  • assessment methodology
  • educators who will deliver and assess the training product
  • transition arrangements
  • training and assessment evaluation processes.
• leading the process to develop each TAS
• operationalising the TAS, ensuring delivery of training and assessment in line with the TAS
• undertaking annual review of TAS.

3.2.5 Head of Department Program Services

The Head of Department Program Services is responsible for:

• participating in the process to develop each TAS
• maintaining a record of TAS
• checking and providing advice on TAS content, including:
  • units and packaging rules and entry pre-requisites
  • sequencing
  • delivery mode and cohort
  • assessment methodology
  • amount of training/volume of learning
  • transition plans
  • industry and other stakeholder engagement.

3.2.6 Head of Department Education Quality

The Head of Department Education Quality is responsible for:

• reviewing TAS documents and referring them to Teaching and Learning Quality Committee (TLQC) for endorsement
• working with the Education Design and Delivery Lead to monitor the quality of TAS across the organisation.

3.2.7 Manager Awards and Programs

The Manager Awards and Programs is responsible for:

• maintaining CIT TAS documents in TRIM in consultation with the Head of Department Program Services
• amending sections of the TAS (Banner changes) as required

4. Documentation

4.1 Related Legislation/Regulation

• Standards for RTOs
• The Memorandum of Understanding – Subsidised Training (the MOU) with Skills Canberra
• The NSW Smart and Skilled Guidelines and Policies

4.2 Related Policy and Procedures

• Amendment to Scope of Registration Policy
• Apprentices and Traineeships Policy
• Assessment Policy
• Industry and Community Engagement (Training and Assessment) Procedure
• Training and Assessment Strategies Development Procedure
• TAS Review and Approval Procedure
• Training and Assessment Policy

4.3 Related Documents

• Training and Assessment Strategy Template and Attachments
• Australian Core Skills Framework (ACSF)
• Australian Qualifications Framework (AQF)

5. Definitions

All terminology used in this policy is consistent with definitions in the CIT Definitions of Terms. The following terms are provided in the context of this policy.

6. Policy Contact Officer

Executive Director, Education Futures and Students.

Contact CIT Student Services on (02) 6207 3188 or email infoline@cit.edu.au for further information.

7. Procedures

This policy is implemented through the associated procedures. Authority to make changes to the procedures rests with the policy owner.