Vocational education/further education delivery and assessment
Quality process for teachers
The Australian Quality Training Framework (AQTF) is a national set of standards, which assures nationally consistent, high quality training and assessment for the clients of Australia’s vocational education and training system. These standards apply to all existing registered training organisations. These include the three standards for registration, three quality indicators and nine conditions of registration.
View the VE/FE Quality Process for Teachers
Victoria university's approach to quality
There is an overarching approach to quality and planning at Victoria University (VU) that spans the University's multiple sectors and across its education and research activities and its support services. The University's quality system is the VU Quality Cycle - Plan, Do, Review and Improve (PDRI) The University has various monitoring and review tools and ensures that outcomes from these quality assurance processes are tracked to completion through the annual Quality Improvement Review process.
View the VE/FE Quality System 2010-11 Guidelines 2011
Planning systems and directions
Planning Systems and Directions (requires login) is specifically focused around course development and fostering an environment of continuous improvement throughout operations and quality services within each program area at VU. This section looks at the development processes of each course, learning and assessment materials, learner profiles, industry consultation and ongoing involvement, meeting the needs of the Training Package or accredited course requirements.
Engaging learners
Engaging learners (requires login) starts with inducting students into a course. Student induction and enrolment information needs to be clear and accurate and that the needs of each learner are established.
Providing services
Providing Services (requires login) meets the individual needs of students ensuring a systematic approach to assessing student needs and ensuring that students' individual needs are being met.
Course delivery
Course delivery (requires login) forms a core component of Quality. It is directly related to the implementation of the facilities, equipment and learning and assessment materials developed within Planning Systems and Directions for each course. Course delivery processes must be reflective of the training package requirements, purchasing guides and units of competency information.
Conducting assessment
Conducting assessment requires that all teachers and assessors have the necessary teaching and assessment competencies and relevant vocational competencies. All teachers and assessors are to continually develop their vocational and professional competencies.
Student progress and results
Student Progress and Results is focused on student attendance recording, monitoring of student progress and the accuracy of student results. It is also reflective of management systems for monitoring student progress and determining support services where necessary. Students are to be constantly informed as to their progress and participation. Progress and attendance data is to be collected, recorded and stored for records management processes.
Review and improve quality processes
Review and Improve Quality Processes requires that data is collected and systematically analysed on the management of operations, learning and assessment strategies and student services which is used for continuous improvement process. VU is committed to fostering a University that continuously improves its learning and assessment. VU's Quality Review Process is separated into a three-stage annual process to reflect the overarching Quality Cycle of Plan, Do, Review and Improve (PDRI).