Welcome to Mansfield Community Education Centre

Linking the community through learning

Student Information

• MACE Responsibilities
• Administration
• Course Delivery
• Staffing
• Training Environment
• Qualifications
• Access and Equity
• Student Selection
• Student Grievances and Appeals
• Student Support
• Recognition of Prior Learning
• Credit Transfer
• Disciplinary Procedures
• Privacy
• Evaluations
• Student Responsibilities
• Assessment Policy
• Principles of Assessment
• Candidates with Special Needs
• Learning and Assessment Programme
• Plagiarism
• Variation of Enrolment
• Confidentiality
• MACE Facilities
• Student Fees & Charges

General

MACE Inc is a Registered Training Organisation (RTO) and operates in line with the Department of Education, Employment and Workplace Relations (DEEWR), Australian Quality Training Framework (AQTF) 2010 Essential Standards. In order to comply with the AQTF 2010 Essential Standards, MACE operates within a documented quality assurance system.

MACE Inc receives State Government funding for delivery which is targeted to specific client groups. Fees for any programs funded by the State Government adhere to the State Government’s fees and charges policy.

The topics listed below are controlled by a set of detailed organisational and operational policies and procedures that may be referenced by enrolled students by request for further information.

MACE will:

• maintain systems for recording student enrolments, attendance, completion, assessment outcomes (including Recognition of Prior Learning), results, qualifications issued, grievances and the archiving of records. In the event that MACE ceases operations, all records of student results, for training covered by the registration will be sent to Skills Victoria.
• supply Skills Victoria with delivery details for each course/Training Package qualification and module/unit of competence in the Scope of Registration and student details including enrolments, participation and completions in accordance with Skills Victoria - AVETMISS requirements.
• maintain confidentiality of all records.
• incorporate systems to protect fees paid in advance by students
• maintain adequate and appropriate insurance including public liability and Work Cover;
• advise Skills Victoria in writing within 10 working days of any change to the information contained in the Registration/Endorsement application;
• allow Skills Victoria or its agents access to training records, delivery locations and staff for the purpose of auditing performance or verifying compliance with the Conditions of Registrations/Endorsement;
• pay to Skills Victoria all recognition fees within 30 days of these being due and payable.

MACE will:

• ensure that a current copy of the accredited course curriculum/endorsed Training Package and information regarding the program of study, availability of learning resources and appropriate support services is available to students;
• ensure that training and assessment occur in accordance with the requirements of the accredited course/endorsed Training Package, and where appropriate the state or national guidelines for customising courses;
• obtain written permission from course copyright owners prior to course delivery to use and, if required, customise courses.

MACE will:

• Ensure that it provides quality training and assessment across all of its operations and that training and assessment is delivered by trainers and assessors who:
  • have the training and assessment competencies determined by the National Quality Council or its successors
  • have the relevant vocational competencies at least to the level being delivered or assessed, and
  • continue to develop their vocational and training and assessment competencies to support continuous improvements in the delivery of RTO services.
• Ensure that responsibility for the management of Recognition of Prior Learning applications and assessments is clearly identified and undertaken by a person or persons with relevant qualifications;
• Ensure that responsibility for the management and co-ordination of training delivery, assessment, staff selection and professional development is clearly identified and undertaken by a person or persons with relevant qualifications and experience.

MACE will:

• comply with all laws relevant to the operation of training premises including occupational health and safety and fire safety regulations;
• ensure the training premises are of adequate size and have adequate heating, cooling, lighting and ventilation;
• ensure that training facilities, equipment and other resource materials are adequate for the Scope of Registration and are maintained in good order and repair.

MACE will:

• issue credentials and/or statements of attainment to students who satisfactorily complete the requirements of the accredited course/endorsed Training Packages within the Scope of Registration. Credentials and Statements of Attainment will include the following:
  • name of the provider as shown on the Certificate of Registration;
  • name of the person receiving the qualification;
  • name of the course Training Package qualification as shown on the Scope of Registration;
  • date issued;
  • authorised signatory of the Registered Training Organisation;
  • imprint certificates with the nationally recognised training logo where courses are nationally recognised;
  • identify units of competency achieved on any certification issued in relation to courses based on national competency standards;
• accept and nationally recognise the qualifications and Statements of Attainment awarded by any other Registered Training Organisation.

MACE is an organisation that is firmly committed to achieving best practice in the provision of education and training services.

MACE acknowledges that this commitment is dependent on non-discriminatory access to services and comparable educational outcomes by all groups in society. By providing accessible and equitable vocational education and training services all community members will be able to develop knowledge and skills to enhance work and life opportunities.

Principles

• Providing and maintaining education and training services that reflect fair and reasonable opportunity and consideration for all students, clients and staff, regardless of race, colour, religion, gender, physical disability, socio-economic status or location.
• Equity for all people through the fair and appropriate allocation of resources and involvement in vocational education and training services.
• Equity of outcome within vocational education and training services for all people, without discrimination.
• Access for all people to appropriate quality vocational education and training and programs and services.

Target Groups

• People with a physical and/or intellectual disability;
• People of non-English speaking backgrounds;
• Women;
• Long term unemployed;
• People from a low socio-economic background;
• People from rurally isolated communities.

Access and Equity Rules

MACE will apply the following rules in support of access and equity.

• All staff are to be given fair and reasonable allocation of resources and services, and opportunity to participate in relevant decision-making processes.
• All students are to be given fair and reasonable opportunity to attend and complete training.
• All students and clients are to be given fair and reasonable access to relevant MACE resources.
• Where two or more applicants are assessed equal by order of merit, greater weight is to be given to people from the access and equity target groups.

Marketing

MACE will:

• market courses within its Scope of Registration with integrity, accuracy and professionalism, avoiding vague and ambiguous statements. No false or misleading comparisons will be drawn with any other provider or course;
• not state or imply that courses other than those within the Scope of Registration are recognised by the Victorian Regulations & Qualifications Authority.

MACE will:

• advise prospective students of:
• its Scope of Registration;
• application processes and selection criteria;
• recognition of prior learning processes
• fees and costs involved in undertaking training;
• qualifications to be issued on completion or partial completion of courses;
• competencies to be achieved during training;
• assessment procedures including recognition of prior learning;
• facilities and equipment;
• student support services.
• recruit students at all times in an ethical and responsible manner consistent with the requirements of courses;
• ensure that application and selection processes are explicit, defensible and equity and access principles are observed.

MACE has in place fair and equitable processes for dealing with student grievances and appeals. If you have a concern please discuss it with the Training Services Manager.

Student Records

The Chief Executive Officer, Training Services Manager, Trainers and Assessors are available to discuss issues with students and provide referrals either within our organisation or to appropriate external organisations or professionals to assist those experiencing difficulties.

Adult Education Support Services
Support in areas such as Language, Literacy and Numeracy are available. Please discuss any issues with your Trainer.

RPL recognises what you have already learned from other courses, from life experiences, work experience, any training provided at work, and measures it against the course of study you are undertaking or want to undertake. If what you have learned at work or elsewhere is relevant to the course, you may not have to do those parts of the course again.

Why Apply?

• It is important to apply for RPL if you think your previous study and/or experiences might be relevant to the subject(s) in which you are enrolling.

The advantages of a successful RPL application are:

• you won't have to repeat subjects you have already successfully completed
• you may complete your course quicker

For full details of the RPL application procedure, see RPL Policy and Procedure.

Students who have completed units from a course at another Registered Training Organisation will be granted credit transfer on presentation of an original Statement of Attainment or verified transcript Award.

MACE may instigate disciplinary action in the event of misconduct by staff or students.

MACE is committed to providing you with the highest levels of customer service. This includes protecting your privacy.

We are bound by the Information Privacy Act 2000 and the Health Records Act 2001, which set out a number of principles concerning the protection of your personal information.

Personal information held by MACE may include (but is not limited by): your name; date of birth; country of birth; language spoken; disability status; indigenous status; current and previous address; telephone numbers/ email address; credit card details; occupation; education achievement; previous and/or current employment details.

(Please note that if you choose not to provide us with your personal information, we may not be able to provide you with the services you require.)

MACE is careful to protect the privacy of our customers and the personal information you provide to MACE is protected. MACE uses it only for the purpose that it is provided and is only given to other parties in special circumstances where permitted by legislation or where you agree to disclosure. See MACE Privacy Policy.

MACE uses its own internal evaluation proformas for gaining your feedback on your training as well as, where required, external proformas from external government bodies. Completion of these forms provides us with valuable information on your view of all aspects of the training and assessment services provided by us. This feedback enables us to continue to improve our services.

As a Registered Training Organisation, MACE is also, from time to time, audited by the state registering body. Please feel free to offer your genuine feedback should you be contacted by a representative of the department. This contact is usually conducted through a random sampling of students for a brief telephone audit.

Attendance

In competency-based qualifications and programs, attendance is a vital aspect of competency development, therefore punctual attendance at scheduled classes is essential for students to complete courses satisfactorily.

Exceptional Circumstances

In the event of illness, students are responsible for contacting MACE to make arrangements. Medical certificates will be required.

Excursions

Occasionally students will be required to attend field trips/excursions as part of their learning requirements. It is expected that all students will attend.

What is Competency?
Competency involves the specification of skills and knowledge and their application to a particular standard of performance required in the workplace. Aspects of work performance included in this concept involve:

• performance at an acceptable level of technical skill;
• organising one's tasks;
• responding and reacting appropriately when things go wrong; and
• transferring skills and knowledge to new situations and contexts.

Standards are statements of the required workplace levels of performance.

Assessment of competency
Means the process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package or by the learning outcomes of an accredited course.

Assessment Guidelines
Means an endorsed component of a Training Package which underpins assessment and which sets out the industry approach to valid, reliable, flexible and fair assessment.a

Assessment judgement
Involves the exercise of thinking skills by the assessor to evaluate whether the evidence provided meets the principles of assessment and rules of evidence and whether the candidate is competent/not yet competent based on the evaluated evidence

Assessment materials
Means the physical and documentary resources that assist in any part of the assessment process. They may include information for the candidate, the documented competency standards or other documented assessment benchmarks, other related documentation impacting on assessment, the assessment tools, assessment exercises/activities, equipment, tools, and any other resources for the quality assurance arrangements of the assessment system.

Assessment method(s)
Are the particular technique/s used to gather different types of evidence. This may include methods or techniques such as questioning, direct observation, structured activities, third party feedback, portfolios and review of products.

Assessment context
Is the environment in which the assessment of competency will be carried out. This may be the environment where the work is performed, a simulated environment that replicates the work environment and various contexts, which address different aspects of the competency. It also includes physical and operational factors, the assessment system within which assessment is carried out, the range of opportunities for gathering evidence in a number of situations, the purpose of the assessment, who carries out the assessment and the period of time during which the assessment takes place.

Assessment only pathway
Refers to the achievement of competencies/qualifications recognised through a process of formal assessment by an assessor. This involves evaluative judgement of collected evidence arising from any combination of formal or informal education and training and education, work experience and/or general life experience; and recognition of competence held through a process of assessment that is not directly linked to a structured learning process to support achievement of the competencies.

Assessment plan
Is the overall planning document for the assessment process and includes a range of information to guide assessors that may include purpose, context, personnel, competency standards/assessment benchmarks, assessment methods and tools, the evidence plan, organisational arrangements including physical and material resources and equipment and other relevant information

Assessment process
Is the series of key steps in the assessment cycle.

Underlying Principles of Assessment
For an effective assessment system in a competency-based environment, some basic principles of assessment and rules of evidence must apply:

Validity
Assessment is valid when the process assesses what it claims to assess.

Reliability
Reliability refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliability can only be achieved when assessors share a common interpretation of the unit(s) being assessed.

Fairness
Assessment is fair when the assessment process is clearly understood by candidates and agreed by both assessors and candidates and when candidates' needs and characteristics are addressed.

Flexibility
Flexibility in assessment involves consideration of the various needs of the parties involved in the assessment process. Flexibility applies to the assessment process - not the competency standard. Providing for flexibility must be balanced to ensure validity of the assessment.

Rules of Evidence:
The rules of evidence guide the collection of evidence that guide the collection of evidence to ensure that it is valid, sufficient, current and authentic.

Validity
Valid evidence must relate directly to the requirements of the competency standard. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the competency standard together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the competency standard. This will necessitate using a number of different assessment methods.

Sufficiency
Sufficiency relates to the amount of evidence collected. The collection of sufficient evidence is necessary to ensure all aspects of the competency standard have been captured and to satisfy the need for repeatable performance. Supplementary sources of evidence may be necessary.

Currency
Currency relates to the age of collected evidence. Competency requires demonstration of current performance - therefore the evidence collected or provided must be recent.

Authenticity
Authenticity relates to ensuring the evidence is from the candidate and not another person. Where evidence relies on indirect or supplementary forms of evidence or the direct evidence is not directly observable, other complementary evidence that supports authenticity may need to be provided.

Fairness and Equity
An assessment system and its processes must not disadvantage any person or organisation. All eligible candidates must be guaranteed access to assessment, which does not discriminate on any basis. Assessment guidelines must include an approach for working with candidates who have special needs. To achieve these principles, the assessment system must exhibit the following characteristics:

• the standards, assessment processes and all associated information are straight forward and understandable;
• the characteristics of potential candidates are identified, to enable all potential assessment issues to be identified and catered for;
• the chosen processes and materials within the system of assessment do not disadvantage candidates;
• an appropriate and effective review and dispute resolution mechanism is in place to investigate, examine and redress any issue of unfairness or disadvantage identified, involving access, assessment, certification or any other related issue; and
• where potential disadvantages are identified, the system is amended to avoid or counter them, or appropriate steps taken to overcome them including reassessment if required.

Assessors
The role of an assessor is to objectively assess and judge a candidate's evidence against a set of standards. In order to do this effectively, an assessor must have a sound knowledge of, and be skilled in, the relevant industry area. In addition, the assessor must have acknowledged competency in assessment itself and hold an appropriate Workplace Assessor qualification or equivalent. An assessor must:

• interpret and understand the criteria;
• ensure that evidence meets the standards;
• ensure that evidence is valid, authentic, reliable, consistent, current and sufficient; and
• use expertise to make fair and objective judgements.

The training and ongoing professional development of assessors must include such areas as:

• roles, responsibilities and ethics;
• procedural and administrative duties;
• performance and knowledge evidence gathering and presentation;
• interpretation and usage of standards;
• selecting and using appropriate methods of assessment; and
• requirements regarding processing and recording of results, progress and feedback.

It is crucial that assessors always understand and practise fair, objective, unbiased and flexible assessment processes.

Forms of Evidence
In general, basic forms of skills evidence include:

• Direct performance evidence current or from an acceptable past period from:
  • extracted examples within the workplace;
  • natural observation in the workplace; and
  • simulations, including competency and skills tests, projects, assignments
• Supplementary evidence, from:
  • oral and written questioning;
  • personal reports; and
  • witness testimony.

  Appropriate and valid forms of assessment utilised for both skills and knowledge may include:

• evaluation of direct products of work;
• natural observation;
• skill tests, simulations and projects;
• evaluation of underpinning knowledge and understanding;
• questioning and discussion; and
• evidence from prior achievement and activity.

An assessor must take special needs into consideration from the planning stage onwards and adopt particular assessment methods as appropriate. Depending on any specification given in the standards, the assessor may be able to accept alternative evidence from a candidate with special needs. If there is uncertainty, the assessor should call on other assessors or a verifier for assistance and guidance, as required. In such a case, the situation must be fully documented, with appropriate feedback being provided to the candidate at all stages.

Feedback
Where students are assessed as not competent they will be provided with additional feedback on their assessment outcome to assist in achieving the required performance standard on reassessment.

Reassessment
Students who are dissatisfied with their assessment outcome may apply for reassessment by contacting their trainer or assessor.

Your training program
The Learner Guide provides content and instructions for your training program.

Learning Activities
A learning activity may require you to do something such as completing an exercise or finding out how something is done in the workplace. These activities are a key part of your learning. They help you to test your understanding and provide the practice you need along the way to be able to complete your assessment tasks successfully.

Assessment Tasks
An assessment task is part of the evidence of competency that will be collected over time as you complete the unit. This evidence, when all successfully completed will demonstrate your proficiency in the unit. All assessment tasks need to be completed successfully for you to be deemed competent in the unit as a whole.

Preparing Written Reports
All work submitted for assessment must be the participant’s own work and presented in your own words. All sources of information must be referenced appropriately, as covered in your training session. Remember that internet sites must also be appropriately cited with appropriate referencing of all sources of information included. Copy of internet information must be submitted as an appendix.f

When group work assignments are assessed, the individual participant must be able to demonstrate the ownership, comprehension and practical application of the competency and the specified performance criteria. This may be done orally, written or through practical application stated by the Trainer.

Late Submission of Assessment
All assessments are to be completed on time. However, under exceptional circumstances the participants may seek an extension by initially approaching the Trainer. The agreement must be approved in writing.

Grading System to be used

Competent (C) or Not Yet Competent (NYC)

Resubmission Options
Participants may discuss options for reassessment with the Trainer within 10 working days after receipt of a NYC assessment.

Delivery Style
This unit has a flexible delivery system whereby the delivery of the content of the unit may vary in its scheduled timing due to the flow of activities.

Assessment Feedback
Once an assessment task has been submitted and marked you will receive your results and feedback on your work. This is done to show you the strengths that you can be reassured on and any weaknesses you can then address to improve upon. At the completion of the whole unit you will be given a ‘Participant Assessment Notification/Results’ form and the individual assessment task results and the accompanying unit result. This document is signed by you and a copy kept for our records and the original given to you for your records.

Evaluation
When you’ve finished training in this course, we would like you to provide us with feedback on how we may improve our training and assessment services and course materials. An Evaluation Form is available online. Please go to the Mansfield Adult Continuing Education Inc website to complete it.

Assessment Submission Requirements

Unit Assessment information and requirements – at the commencement of delivery you will be provided with

• Unit Learner Guide
• Assessment Cover Sheets
• Assessment Notification/Result Sheet

The Assessment Notification/ Result Sheet is provided for you to review elements that will be covered in the unit and how they will be assessed. It also includes information on;

• Submission requirements
• Plagiarism, Copying, and Cheating and the penalties
• Reassessment and Repeating
• Appeals

Once the trainer has gone through this with you, you are to sign the Unit Commencement section to prove that you have read and understood all the information. This document is held on file until the completion of the term when it will be used again to record all your individual assessment results and the final unit result.

Individual Assessment Submission – Assessments must be submitted at due dates with a completed Assessment Cover Sheet attached. The receipt section is signed by you and the trainer and you are provided with the tear off copy. For your own records you should always keep a copy of your assessment submissions

Individual Assessment Results and Feedback – Once an assessment submission has been marked the trainer will provide feedback on the work and your result for the assessment. These are recorded on the cover sheet and signed again by the trainer and you. The original stay attached to the assessment and is held in your Academic file. A copy of the Cover Sheet with your result and feedback is provided for your records.

Unit Results and Feedback
Once all your results for the unit have been recorded on the Assessment Notification/ Result Sheet you will be provided with feedback on your overall performance and receive your results. At this time you are to sign the Unit Completion/Results section on the form to acknowledge that you are aware of your final results and feedback. A copy of this sheet is then provided to you and the original held on file with your assessments.

Definition
Plagiarism, as defined in the 1995 Random House Compact Unabridged Dictionary, is the "use or close imitation of the language and thoughts of another author and the representation of them as one's own original work. ... en.wikipedia.org/wiki/Plagiarism

Relevance
Repeating someone else’s work without the appropriate referencing and acknowledgement is considered stealing in Australia. There are regulations about it and there are laws governing it. As a participant today it can be confusing about what is, and is not, plagiarism. It is important that you understand this concept clearly as it is relevant to all assignments and work that you are assessed on. Work that is deemed to be plagiarism can be grounds for failure in a course. So ask first if you are not sure.

Another important point to be considered in regard to the relevance of plagiarism in education is that, as you progress in your studies, the standards become higher. As a participant you are expected to have your own ideas, to read information and explain it in your own words. If you complete an assignment by copying material, you are not showing that you understand the work covered, you are only showing that you can repeat what someone else has said on the subject. This does not show that you understand.

What to do
Now what does this mean for you?

Quoting
It is unacceptable to copy anything out of a book, newspaper, journal or any other printed material without making sure that it is clear that the information is from another source. The most obvious example of this is to directly copy something word for word. It does not matter if it is only a phrase. If you have not created it yourself, either do not use it or place it in quotes and reference it using the Harvard Referencing System.

Referencing
References show where you got information from. This is a way of acknowledging others work but it also allows the reader to evaluate the legitimacy and reliability of your source. When you state a fact, unless it is "general knowledge," you should say where it comes from. Otherwise, a careful reader will have no way to verify your statement.

Paraphrasing
If you use something word for word it MUST be acknowledged. This is a clear rule and it applies every time. Things start to get a bit grey when you paraphrase. Paraphrasing still needs to be acknowledged. Rewriting someone else’s text, presenting the same meaning using different words is still representing someone else’s ideas and work and it MUST be attributed to the source.

If you are not sure when you have slipped into paraphrasing rather than expressing your original ideas there is one simple solution to this dilemma. DO NOT PARAPHRASE! Only use someone else's writing when it serves a purpose, only when you want to quote precisely what they wrote. If this is not your goal, keep to your own thoughts and use your own words.

Computer use

Computer use outside class times is free of charge to our students for the duration of your course. A computer needs to be booked at reception. You may use the printer (black & white) at a cost of 25 cents/page – pay at reception.

Internet Use

Internet use that is not related to your course is at a cost of $2 per hour. PLEASE DO NOT log on without notifying reception.

Photocopying

Photocopying costs are 25 cents/page for A4 sheets and 50 cents/page for A3. Colour printing is also available. See reception for details.

Fax

Faxing can be organised through reception at a cost of $1.50 per page.

Kitchen

Food can be left in the refrigerator in the kitchen and our microwave is for student use. You are welcome to have your food at the table in the kitchen but please remember to keep noise at a low level. There are also chairs in the courtyard. Students are responsible for their own dirty dishes and cups. All utensils are to be washed and wiped up immediately after use.

Smoking

Smoking is not permitted on the premises. This includes the entrance and courtyards.

Telephone/Mobile Phones

MACE unfortunately does not have a public phone however there is one across the road at the Post Office. MACE phones are only to be used in emergency situations.

To avoid interruption to the class we ask you to switch off all mobile phones during class time.

Car parking
To avoid upsetting the local traders please do not park in front of the building. Use the parking area in the middle of the High Street median strip or at the rear of MACE.

Pets
For the comfort of all students, tutors and staff pets (excluding guide dogs) are not permitted at the Mansfield Community Education Centre.

Policies and Procedures