Access and Equity Policy

Transcription

1 Access and Equity Policy Policy background and purpose The Brotherhood of St Laurence RTO is committed to the principles of access and equity in all aspects of delivering high quality Vocational Education and Training. The guidelines outlined in this policy are designed to promote the full and equal participation of all students (prospective, current and former) by removing the barriers and obstacles that prevent them from gaining or improving upon their skills, knowledge and experience. The Brotherhood of St Laurence is further committed to: Adhering to all areas of the Disability Discrimination Act (1992). Adhering to the sections of the Education Standards (2005) for the Disability Discrimination Act (1992). Ensuring access to VET programs for all eligible participants. Ensuring all participants with special needs, including but not limited to, low language, literacy or numeracy skills, have the necessary and reasonable support required to assist them in undertaking their chosen qualification. Promoting access to training for all people regardless of gender, socio economic background, disability, ethnic origin, sexual orientation, age or race. Ensuring training services are delivered in a non discriminatory, open and respectful manner. Providing professional development to staff members so that they are appropriately skilled in access and equity issues. Conducting learning selection in a manner that includes and reflects the diverse learner population. Actively encouraging the participation of learners from traditionally disadvantaged groups. Page 1 of 6

2 Policy objectives To ensure: The Brotherhood of St Laurence RTO has open and transparent processes to actively encourages the participation of a crosssection of the community through non-discriminatory selection procedures, encouraging access for all. The RTO operates in accordance with the relevant equal employment legislation and does not discriminate unlawfully against any person in the processes of skill development opportunities. Scope Definitions Access and Equity AQTF Digital Literacy Discrimination This policy applies to all learners, RTO staff, contracted trainers and other members of the Brotherhood of St Laurence in situations, courses, learning programs or activities related to their purpose at the Brotherhood of St Laurence RTO. Policies and approaches aimed at ensuring that vocational education and training are responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment, remote location or other personal circumstance may present a barrier to access, participation and the achievement of suitable outcomes. The Australian Quality Training Framework (AQTF) is the national set of standards which assures nationally consistent, high-quality training and assessment services for the clients of Australia s vocational education and training system. Digital literacy refers to the skills, knowledge and understanding required to use new technology Discrimination means treating someone unfairly or less favourably because of a characteristic such as their sex or race or age. Discrimination can also be setting a requirement that people with a particular characteristic cannot meet and which is not reasonable in the circumstances. Refers to discriminatory behaviour in relation to a protected attribute, which is reasonably likely in all the circumstances, to humiliate, offend, intimidate or distress the person(s) concerned. Page 2 of 6

3 Definitions Cont'd Language The tools used to communicate with one another in many different situations and for many different reasons. Language involves speaking, listening, reading and writing. Language is made up of grammar, vocabulary, sentence structure and the non-verbal messages we communicate with our bodies. Literacy Numeracy Literacy is the ability to read printed material, symbols and signs and to write effectively so we can be understood in a range of work, education and social settings. Literacy involves speaking, listening, reading, writing and critical thinking. It includes the cultural knowledge to recognise and use language appropriate to the situation. Involves being able to carry out mathematical operations and includes knowing when to use maths, what maths to use and how to do it. Pre-training review Language, Literacy and Numeracy Support Foundation skills Requirements Support Materials The Pre-training Review Policy requires that a pre-training review is undertaken to aid in the identification of any learning support required by a participant with special needs or language, literacy and numeracy issues. Under the terms of the Pre-training Review Policy, and Foundation Skills Requirements for Learners Policy, Language, literacy, numeracy (LL&N) and digital literacy assessments are undertaken on all participants by the relevant qualified LLN assessor as part of the enrolment process A separate Foundation Skills Requirements for Learners policy has been developed to assist in the assessment process and determine the areas in which support is required, the level of support required and the stages upon which the support strategy is to be reviewed. Relevant support materials and training processes will be made available to the trainer as required. As an example, large print editions of learning material and assessments may be issued to a participant with visual impairment. Page 3 of 6

4 Learner Support The greater Brotherhood of St Laurence organisation has services to support learners via a vast volunteer services network. Such services include English Language tutors and employment consultants. In some cases interpreter services may be required and made available to learners that are facing language difficulties. Applicable Legislation Disability Act 2006 Disability Discrimination Act 1992 Charter of Human Rights & Responsibilities Act 2006 Disability Standards for Education 2005 Equal Opportunity Act 2010 Racial and Religious Tolerance Act 2001 Privacy Act 1988 Workplace Relations Act 1996 Information Privacy Act 2000 Racial Discrimination Act 1975 Standards for NVR Registered Training Organisations 2012 Sex Discrimination Act 1984 Protected Disclosure Act 2012 References AQTF User's Guide to the Essential Conditions and Standards for Continuing Registration - Standard 2: The RTO adheres to principles of access and equity and maximises outcomes for its clients. Elements 2.1 The RTO establishes the needs of clients, and delivers services to meet these needs. 2.2 The RTO continuously improves client services by collecting, analysing and acting on relevant data. 2.3 Before clients enrol or enter into an agreement, the RTO informs them about the training, assessment and support services to be provided, and about their rights and obligations. 2.4 Employers and other parties who contribute to each learner s training and assessment are engaged in the development, delivery and monitoring of training and assessment. 2.5 Learners receive training, assessment and support services that meet their individual needs. Page 4 of 6

5 References Cont'd 2.6 Learners have timely access to current and accurate records of their participation and progress. 2.7 The RTO provides appropriate mechanisms and services for learners to have complaints and appeals addressed efficiently and effectively. AQTF Standard 3 Management systems are responsive to the needs of clients, staff and stakeholders, and the environment in which the RTO operates. Elements 3.1 The RTO's management ensures clients receive the services detailed in their agreement with the RTO. 3.2 The RTO uses a systemic and continuous improvement approach to the management of operations. 3.3 The RTO monitors training and/or assessment services provided on its behalf to ensure that it complies with all aspects of the AQTF Essential Conditions and Standards for Continuing Registration. Associated Documents Access and Equity Procedure Foundation Skills Policy Pre-Training Review Policy Policy Information Approved by Katrina Currie General Manager Work & Learning Approved Date May 2014 Review Date May 2016 Authorising Department Prepared by Control File title Work & Learning Luke Carlton, Operations Manager Work & Learning Access and Equity Policy Version No V1.1 Superseded documents N/A Page 5 of 6

6 Policy Changes Date Reason for Change Made By Oct 2014 Reformatted QAA Page 6 of 6