education innovation and quality committee …mams.rmit.edu.au/p14sqs948fk31.pdf · education...

EDUCATION INNOVATION AND QUALITY COMMITTEE 02/2016

Commercial–in-Confidence

ACKNOWLEDGEMENT OF LAND

Education Committee acknowledges the Wurundjeri people of the Kulin Nations as the custodians of the land on which RMIT University stands. We pay our respect to their elders, both past and present.

AGENDA MEETING 02 / 2016

Large Boardroom: Building 1, Level 1, Room 15 City Campus on Tuesday 8 November 2016, at 1PM

*Members are kindly requested to ensure their mobile phones are turned off during the meeting

* No ITEM PRESENTER ACTION

1 PROCEDURAL ITEMS

* 1.1 Attendance and welcome Secretary Information

* 1.2 Order of Business Chair Approval

1.3 Minutes of previous meeting: 3 October 2016 Chair Approval

2 ACTIONS ARISING

2.1 Rolling action sheet and actions arising Chair Discussion

3 GOVERNANCE

3.1 Update on Scope of Registration - September K Cowlishaw Noting

3.2 Validation of the RMIT VE Assessment System K Cowlishaw Noting

3.3 Vietnam Service Level Agreement – Educational Services Schedule (draft)

Chair Endorse

4 STRATEGIC CONVERSATION

4.1 Academic Integrity: Contemporary Issues, Challenges and Developments

Chair Discussion

5 BUSINESS

5.1 Program Innovation Initiative - Selection and Concept Design Phase

A Chester Endorsement

6 PROGRAMS

6.1 Program Discontinuation (with active students): MC063 Master of Technology (Internet and Web Computing)

T Steiner Noting and approval

6.2 Plan Discontinuations (with active students): Plans MC060ADV9 and MC060STD9 of the Master of Computer Science (MC060) and nested awards

T Steiner Noting and approval

6.3 Plan discontinuation: MC150 Master of Social Work A Chester Noting

6.4

New Programs with Partner (Shenzhen (CHNGZ):

Diploma of Biotechnology (DP011, DP011GZU) - PLR 1760

Diploma of Engineering (Biomedical Engineering) DP012, DP012GZU - PLR 1750

Diploma of Health Science (Chinese Medicine) (DP013, DP013GZU) - PLR: 1730

Diploma of Health Science (Pharmaceutical Science) (DP014, DP014GZU) - PLR 1770

Diploma of Laboratory Medicine (DP015, DP015GZU) - PLR: 1740

T Steiner Endorsement

1

EDUCATION INNOVATION AND QUALITY COMMITTEE 02/2016

Commercial–in-Confidence

7 OTHER BUSINESS

No items.

8 CLOSURE – NEXT MEETING

Tuesday 13 December 2016

Large Boardroom, Building 1, Level 1, Room 15

Deadline for submission of papers to Secretary: 4.00pm, Tuesday 29 November 2016

2

Education Innovation and Quality Committee Minutes – 01‐16 – 3 October 2016 ‐ Unconfirmed

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY

EDUCATION INNOVATION AND QUALITY COMMITTEE

MINUTES OF MEETING NO 1/2016

HELD AT 1PM ON 3 OCTOBER 2016

THE LARGE BOARDROOM, BUILDING 1, CITY CAMPUS

ATTENDANCE

Chair: Professor Belinda Tynan

Attendance: See Appendix 1

Secretary Dr Jessica Lee‐Ack

1 PROCEDURAL ITEMS

1.1 Attendance and welcome

The Chair welcomed new members. Attendance and apologies were noted.

1.2 Order of Business

The following items were starred for discussion: 2.4, 2.5, 3.1, 4.1 and 6.1. Two new items were included under “Other Business” (6.2 Strengthening connections between Sub‐Committees and 6.3 Partnership with Guangzhou University).

The Committee accepted the recommendations of all non‐starred items.

1.3 Minutes of Meeting 9 August 2016 (Education Committee)

The Committee approved the minutes of Education Committee meeting 6/2016 held on 9 August 2016.

2 ACTIONS ARISING

2.1 Rolling Action Sheet and Actions Arising

Noted. The Chair advised that a discussion paper on admissions was currently being developed and would be tabled at a future meeting.

2.2 Scope of Registration

Changes to the Scope of Registration for August 2016 were noted.

2.3 Learning & Teaching Innovation Update

Updates provided by the Learning & Teaching Innovation Initiative were noted.

2.4 SSCC Student Leadership Summit Feedback (August 2016)

The Committee discussed the report which described the top five issues identified by Student Staff Consultative Committees. The Committee noted:

Issues relating to teacher/student communication were linked to other issues such as timely feedback and class sizes in some areas;

RUSU is continuing to work with RMIT on improving Blackboard;

The priority for students was clear, transparent and consistent assessment criteria, provided earlier;

Student members of SSCCs are keen to be part of the solution and would welcome

3

e77331

Typewritten Text

TRIM Reference - INT/2016/08047

e77331

Typewritten Text


increased transparency about “next steps” to resolve issues; and

While some issues require local (i.e. program level) solutions, there are also systemic issues that need a whole of institution response.

Colleges are currently in the process of analysing the work of SSCC’s and it was agreed that the DPVCs L&T would report back to the Chair on the actions being undertaken to address the issues outlined in the paper.

2.5 RMIT Statement of Commitment on Child Safety

RMIT is currently in the process of implementing the Action Plan to comply with the Victorian Government Child Safe Standards (the Standards). The Committee noted that Compliance, Regulation and Reporting Group is working with Human Resources on changes to policy in line with the Standards and is meeting with Colleges to discuss obligations and actions.

3 GOVERNANCE

3.1 Higher Education Standards Framework (Threshold Standards) 2015 Transition: action plan

The Committee approved the action plan to support transition to the HESF (Threshold Standards) 2015 on 1 Jan 2017. The Committee agreed to monitor progress to ensure completion of actions ahead of January 2017 to capture updates to risk assessment and identification of on‐going activities from 2017. While the Threshold Standards are in effect from 1 January 2017, some activities may be in transition in early 2017. A proposal for a new program review process has been developed and will be shared with the DPVCs L&T. A revised version of the proposal will be tabled at the November meeting.

4 STRATEGIC CONVERSATIONS

4.1 Drivers for improvement to AGS

Members considered the analysis of the five most improved institutions in the Australian Graduate Survey results in light of the following questions:

Are the findings of the ‘most improved’ institutions consistent with your observations about what is occurring nationally?

What other evidence is there to substantiate how these institutions have improved over the past five years?

What are the key take away messages from the investigation about what institutions have done to lift up scores in the CEQ?

What are the implications for RMIT of this competitor activity?

The Committee noted:

Some institutions have made a concerted effort to reduce underperforming programs and do not tolerate poor performing programs;

Positive signalling works well in some institutions – RMIT needs a clearer definition of what an RMIT program is, what makes it distinctive and valuable;

Careers counselling for international students located within the institution’s offshore offices has been a successful strategy;

Addressing the culture of student support is critical (customer care focus), as well as addressing issues of fragmentation;

Short term projects (1 year) do not deliver the type or level of change that is required; and

Projects need to be sustainable.

It was agreed that the DPVCs L&T and Executive Director, Vocational Education would share

the PowerPoint presentation with their Learning & Teaching Committees and Vocational

4


Education Executive Committee and seek feedback on priorities for 2017 (N.B. this

presentation is confidential and not for wider distribution).

In 2017, an “Education Plan” will be developed,providing an opportunity to identify longer term projects to address the issues identified through continued poor performance in AGS as well as the issues and priorities identified by RUSU. The Committee will have an opportunity to learn more about new projects for 2017 and to discuss other possible longer term projects that should be initiated to drive improved outcomes.

5 PROGRAM APPROVALS

5.1 Application for exemption to the Work Integrated Learning procedure DP005 Diploma of Languages

Education Innovation and Quality Committee approved an exemption to the Work Integrated Learning procedure, for DP005 Diploma of Languages, from Semester 1, 2017.

5.2 Plan Discontinuations (with active students): Plan BP162APVI Bachelor of Information Technology (Applications Programming) and Plan BP162MDVI Bachelor of Information Technology (Multimedia Design) PLR: 1440, 1450 PPTL: 11341, 11344

The Committee noted the discontinuation of the program plans BP162APVI Bachelor of Information Technology (Applications Programming) and BP162MDVI Bachelor of Information Technology (Multimedia Design) to be de‐activated from 31 July 2016 and agreed to recommend this for noting by Academic Board. The Committee approved the transition plan for the program plans.

5.3 Program Discontinuation (with active students): BP184 / BP184P4, BP184P11, BP184P12A Bachelor of Biomedical Science (Pharmaceutical Sciences) PLR: 1600 PPTL: 11566, 11569, 11570

The Committee noted the discontinuation of the program BP184 Bachelor of Biomedical Science (Pharmaceutical Sciences) to be de‐activated from 31 December 2019 and agreed to recommend this for noting by Academic Board, and approve the transition plan for the program.

5.4 Program Discontinuation (with active students): MC058 Master of Applied Science (Geospatial Information) and Plan Discontinuation (with active students): GD054 Graduate Diploma in Geospatial Information PLR: 1550 PPTL: 10902, 10913

The Committee noted the discontinuation of the program MC058 Master of Applied Science (Geospatial Information) and the plan GD054 Graduate Diploma in Geospatial Information to be deactivated from 1 January 2022 and agreed to recommend this for noting by Academic Board. The Committee approved the transition plans for the program and the plan.

5.5 Program discontinuations (with active students): MC195 Master of Strategic Procurement and GC149 Graduate Certificate in Strategic Procurement

The Committee noted the discontinuation of MC195 Master of Strategic Procurement (including intermediate awards and all plans), to be de‐activated from 1 January 2020, and agreed to recommend the discontinuation be noted by Academic Board. The Committee approved the transition plan for this discontinuation.

6 OTHER BUSINESS

6.1 RMIT Renewal of Registration as a Non‐School Senior Secondary Provider

The Committee noted RMIT’s new registration period as a Non‐School Senior Secondary Provider for delivery of the Victorian Certificate of Education (VCE) from 1 January 2017 until 31 December 2021.

5


The Committee noted the following internal actions for the School of Education:

I. Development of a written procedure to formalise annual monitoring and review of VCE student outcomes.

II. Publication of an annual report of VCE student outcomes on RMIT’s website.

6.2 Strengthening connections between Sub‐Committees

In an effort to strengthen connections between Academic Board’s sub‐committees, the sub‐committee Chairs (DVC E and DVC R&I) have agreed to invite a member to serve on the other sub‐committee. The DVC E asked members to contact her if they would like to serve on Research Committee.

6.3 Partnership with Guangzhou University

A partnership is being developed with Guangzhou University to deliver programs from September 2018. RMIT is seeking approval from the Chinese government to deliver programs – including Diplomas, Degrees, Masters and Higher Degree by Research programs – in the biomedical field. The Diploma programs are modelled on the Diploma of Commerce and will be designed to strengthen the students English language skills. The College of Science, Engineering and Health is currently developing program proposals and will be seeking Academic Board approval for these programs in 2016.

7 CLOSURE – NEXT MEETING

8.1 Next meeting – 8 November 2016.

CHAIR:

DATE:

6


Appendix 1 ‐ Attendance

Represented by:

Deputy Vice‐Chancellor, Education Professor Belinda Tynan (Chair)

Present

Deputy Pro Vice‐Chancellor (Learning and Teaching), College of Business

Associate Professor Shona Leitch

Present

Deputy Pro Vice‐Chancellor (Learning and Teaching), College of Design and Social Context

Associate Professor Andrea Chester

Present

Deputy Pro Vice‐Chancellor (Learning and Teaching), College of Science, Engineering and Health

Associate Professor Tom Steiner

Present

Vice President Academic, RMIT Vietnam Professor Beverley Webster Present

Executive Director, Vocational Education Mr Keith Cowlishaw Present

Director, Strategy and Analytics Mr Rohit Mediratta Present

Dean of Students Ms Fiona Ellis Present

Director of Global Quality Regulation & Compliance Ms Michelle Hoodbhoy Present

One Aboriginal and/or Torres Strait Islander academic nominated by the Chair, on the advice of RMIT's Aboriginal and/or Torres Strait Islander academics

Dr Suzi Hutchings Apology

Nominee(s) of the DVC E with expertise of relevance to learning and teaching innovation

Dr Kerin Elsum Present

Ms Sherridan Maxwell Present

Mr David McLean Present

External nominee(s) of the DVC E with expertise in digital innovations in learning and teaching

Vacant Present

One student enrolled in postgraduate Higher Education nominated by the Student Union Council

Mr Paul Hoac Apology

One student enrolled in undergraduate Higher Education nominated by the Student Union Council

Mr Alan Padgham Apology Sarah Firth

Alternate: Ms Ella Caulfield Apology

One student enrolled in Vocational Education nominated by the Student Union Council

Mr Alex Borsato Apology

In attendance:

Dr Jessica Lee‐Ack (Secretary)

7

Submission to Education Innovation and Quality Committee

TITLE Rolling Actions

EXECUTIVE SUMMARY

The Education Innovation and Quality Committee is a standing committee of the Academic Board and provides advice and recommendations to Academic Board on academic programs and policy. The committee reviews and endorses academic policy for recommendation to the Academic Board and provides advice to Academic Board on academic matters related to higher education and vocational education.

The rolling action sheet is a standing item of the agenda and is revised after each meeting of the committee.The rolling action sheet contains a record of the incomplete actions and decisions of the committee up to and including those of the meeting held in October 2016.

Recommendation

The Committee is asked to note the details and status of its incomplete actions and decisions.

BACKGROUND AND PREVIOUS CONSIDERATION

N/A

DISCUSSION/RATIONALE FOR RECOMMENDATIONS

N/A

FINANCIAL IMPLICATIONS

N/A

INSTITUTIONAL RISKSN/A

ATTACHMENTS

Rolling Action Report

Submitted by:

Name: Professor Belinda Tynan

Title: Deputy Vice-Chancellor Education and Vice President

Date: 24 October 2016

8

N.B. Items that are “Complete” or have been replaced by other items will be removed in the next iteration of the Rolling Action Sheet.

Status Key: On track Requires focus At risk G Y R

EDUCATION COMMITTEE Rolling Action Report – Updated 3 October 2016

Number Meeting Reference Responsibility Description Estimated Completion Date Status

04-16 (3) Item 5.2 Transparency of Higher Education Admissions Processes

Paul Gough Belinda Tynan Tom Bentley

Paul Gough, Belinda Tynan and Tom Bentley to bring back a set of “conversation points” regarding admissions processes for further discussion.

Update – discussion paper currently in development, deferred to December meeting

December 2016

06-16 (1) Item 6.4 New quality process M Hoodbhoy / Z Pawlawczek

Proposal regarding the new quality process will be tabled for consideration at the October meeting.

Update – deferred to November meeting. October 2016

06-16 (3) Item 6.5 Possible drivers for improvement to AGS Chair

Chair to invite the DVC (Learning and Teaching) from QUT, Professor Suzi Derbyshire to speak at future meeting.

Update – Timing amended to December in line with Professor Derbyshire’s availability.

December 2016

01-16 (1) Item 2.4 Top five issues identified by Student Staff Consultative Committee members

DPVCs L&T DPVCs L&T would report back to the Chair on the actions being undertaken to address the issues outlined in the paper December 2016 NEW

01-16 (2) Item 3.1 Proposal for new program review process M Hoodbhoy M Hoodbhoy to share draft program review process with the DPVCs

L&T. October 2016 NEW

01-16 (2) Item 4.1 Drivers for improvement to AGS

DPVCs L&T and ED, VE

DPVCs L&T and Executive Director, Vocational Education would share the PowerPoint presentation with their Learning & Teaching Committees and Vocational Education Executive Committee and seek feedback on priorities for 2017.

November 2016 NEW

G

Y

G

9

of 3


TITLE Scope of Registration – Vocational Education – September 2016

EXECUTIVE SUMMARY

Key Issues

The Scope of Registration contains the nationally accredited Vocational Education programs delivered by RMIT University. This paper provides details of the changes to the Scope of Registration for August 2016. Table 1 provides a list of new programs, Table 2 provides a list of program variations and Table 3 provides a list of inactivated programs during August 2016.

Table 1 – New Programs – September 2016Category College National ID Plan Code Formal Program Description

New programs –September 2016

Design and the Social Context CUA60315 C6152 Advanced Diploma of Graphic

DesignNew programs –September 2016

Design and the Social Context CUA41315 C4370 Certificate IV in Visual Arts


Design and the Social Context CUA51115 C5348 Diploma of Visual Arts

New programs –September 2016 RMIT Business BSB42615 C4392 Certificate IV in New Small

BusinessNew programs –September 2016 RMIT Business BSB50415 C5339 Diploma of Business

AdministrationNew programs –September 2016 RMIT Business BSB50415 C5339BLEN Diploma of Business

AdministrationNew programs –September 2016 RMIT Business FNS50215 C5347 Diploma of AccountingNew programs –September 2016 RMIT Business TLI50415 C5369 Diploma of LogisticsNew programs –September 2016 RMIT Business TLI50415 C5369TNT Diploma of LogisticsNew programs –September 2016 RMIT Business FNS50215 C5374 Diploma of Accounting

New programs –September 2016 RMIT Business BSB50415 C5375 Diploma of Business

AdministrationNew programs –September 2016 RMIT Business TLI50415 C5376 Diploma of LogisticsNew programs –September 2016 RMIT Business TLI50415 C5376 Diploma of Logistics


Science Engineering Health HLT45015 C4385 Certificate IV in Dental Assisting


Science Engineering Health CPP40216 C4388 Certificate IV in Surveying


Science Engineering Health CPP40516 C4394 Certificate IV in Strata

Community ManagementNew programs –September 2016

Science Engineering Health MSL50116 C5362 Diploma of Laboratory

Technology (Pathology Testing)New programs –September 2016

Science Engineering Health MSL50116 C5363 Diploma of Laboratory

Technology (Biotechnology)New programs –September 2016

Science Engineering Health CPP50116 C5368 Diploma of Surveying


Science Engineering Health CPP60116 C6156 Advanced Diploma of Surveying

New programs – Science Engineering 0037S0118 S0118 Interpret and Apply Medical

10

of 3

September 2016 Health Terminology Appropriately Skill Set

Table 2 –Program Variations – September 2016Category College National ID Plan Code Formal Program Description

Program variations – September 2016

Design and the Social Context 22238VIC C3308 Certificate III in General

Education for AdultsProgram variations – September 2016

Design and the Social Context 22258VIC C4344 Certificate IV in EAL (Further

Study)


Design and the Social Context CHC62015 C6147

Advanced Diploma of Community Sector Management


Science Engineering Health CPC20211 C2223 Certificate II in Construction

PathwaysProgram variations – September 2016

Science Engineering Health MEM30205 C3190A Certificate III in Engineering -

Mechanical Trade


Science Engineering Health ICT41215 C4387

Certificate IV in Telecommunications Engineering Technology


Science Engineering Health CPC50210 C5256 Diploma of Building and

Construction (Building)Program variations – September 2016

Science Engineering Health MEM50212 C5322 Diploma of Engineering -

Technical (Aeronautical)Program variations – September 2016

Science Engineering Health MEM50212 C5323 Diploma of Engineering -

Technical (Mechanical)


Science Engineering Health MEA50315 C5355

Diploma of Aviation Maintenance Management (Avionics)


Science Engineering Health MEA50415 C5356

Diploma of Aviation Maintenance Management (Mechanical)


Science Engineering Health 0037S0065 S0065 ADF Skill Set 2-05

MechanicalProgram variations – September 2016

Science Engineering Health 0037S0066 S0066 ADF Skill Set 3-06

MechanicalProgram variations – September 2016

Science Engineering Health 0037S0067 S0067 ADF Skill Set 4-06 Avionics


Science Engineering Health 0037S0115 S0115 ADF Mechanical and

Avionics Skill SetProgram variations – September 2016

Science Engineering Health ICT40415 C4378 Certificate IV in Information

Technology Networking

Table 3 – Inactivated Programs – September 2016Category College National ID Plan Code Formal Program Description

Inactivation –September 2016 RMIT Business BSB50407 C5221 Diploma of Business

Administration

Inactivation –September 2016 RMIT Business BSB50407 C5221BLEN Diploma of Business

AdministrationInactivation –September 2016

Science Engineering Health ICA40411 C4299 Certificate IV in Information

Technology NetworkingInactivation –September 2016

Science Engineering Health 0037S0036 S0036 Apply Fluoride Varnish

11

of 3

A list of programs that are currently active and will need transition or accredited courses that will expire during 2016 is provided at Appendix 1. A list of programs that will reach transition end during 2016 and do not yet have a replacement program in SAMS is provided at Appendix 2.

Recommendations

That Education Innovation and Quality Committee note changes to the Scope of Registration for September 2016.

Timing of Decisions

N/A

Further Information

N/A

Communication and Confidentiality

This paper is not confidential. Communication regarding this paper is the responsibility of the Academic Registrar.

REMAINDER OF PAPER


N/A


N/A


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

∑ Appendix 1 – List of superseded training products

∑ Appendix 2 – List of programs that reach transition end in 2016 without replacement program in SAMS

Submitted by:Name: Keith Cowlishaw

Title: Executive Director, Vocational Education


12

Notes about this listProgram that are active, and will need transition or accredited courses that will expire before or during this yearBy the 'Transition end date' for Training Package products, students must be Completed or TransitionedAt the Expiry date for Accredited courses, transition period will commence (normally 24 months)The current programs (blue background) may not be available to commencing students Replacement programs (pink background) may not yet be implemented at RMIT

College School

Training Package Code Training Package Title Training Product Type

RMIT Program code

Program Status RMIT Plan code Plan Status National ID Program Description CRICOS Code

Program Maximum Hours

Program Duration

Transition Period End Date

Enrolled in Program

Replacement Training

Package Code

Replacement Training Package

Title

Training Package

release datePurchasing Guide endorse date

Replacement Qualification

Code Replacement TitleIs

Equivalent?

Notice of Intent

ReceivedProforma 1 Received

New RMIT Program Code

New RMIT Plan code

New Program maximum hours

New Program‐College CPA Update New Program Status

New Training Product Scope status

BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C5281 A C5281 A 22051VIC Diploma of Business (Public Relations) 560 1 Year 29/06/2017 1 22284VIC

Diploma of Business (Public Relations) 17/03/2015 C5335 C5335 595 BUS

New Program ready for admission Registered on Scope


Diploma of Business (Public Relations) 17/03/2015 C5335 C5335FLEX 595 BUS














BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C5281 A C5281FLEX A 22051VIC Diploma of Business (Public Relations) 560 1 Year 29/06/2017 1 22284VIC


















BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C5281 A C5281GEN I 22051VIC Diploma of Business (Public Relations) 560 1 Year 29/06/2017 1 22284VIC


















BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C6101 I C6101 I 22039VIC

Advanced Diploma of International Business 072275K 430 8 Months

NO ENROLMENTS‐NOW INACTIVE 22279VIC

Advanced Diploma of International Business 1/07/2015 C6144 C6144 490 BUS


BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C6101 I C6101A I 22039VIC

Advanced Diploma of International Business 081857B 430 8 Months

NO ENROLMENTS‐NOW INACTIVE 22279VIC

Advanced Diploma of International Business 1/07/2015 C6144 C6144 490 BUS


BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C6102 A C6102 A 22038VIC

Advanced Diploma of Business (Public Relations) 835 18 Months 29/06/2017 6 22283VIC

Advanced Diploma of Business (Public Relations) 17/03/2015 C6140 C6140 885 BUS


BusinessSchool of Vocational Business Education 000 Not Training Package Accredited Course C6106 A C6106 A 22053VIC Advanced Diploma of Legal Practice 1088 2 Years 29/06/2017 39 22276VIC Advanced Diploma of Legal Practice 1/06/2015 C6141 C6141 1270 BUS


BusinessSchool of Vocational Business Education BSB

Business Services Training Package Qualification C4360 A C4360 A BSB41315 Certificate IV in Marketing 500 6 Months 15/07/2017 74 BSB

Business Services Training Package 14/01/2016 BSB42415

Certificate IV in Marketing and Communication NO 23/03/2016 C4384 C4384 570 BUS



Business Services Training Package Qualification C4361 A C4361 A BSB40115 Certificate IV in Advertising 420 6 Months 15/07/2017 64 BSB


Certificate IV in Marketing and Communication NO 23/03/2016 C4384 C4384 570 BUS



Business Services Training Package Qualification C4381 A C4381 A BSB40415

Certificate IV in Small Business Management 450 1 Year 15/07/2017 254 BSB

Business Services Training Package 14/01/2016 BSB42615 Certificate IV in New Small Business YES 7/09/2016 C4392 C4392 450 BUS



Business Services Training Package Qualification C5342 A C5342 A BSB51215 Diploma of Marketing 400 6 Months 15/07/2017 89 BSB


Diploma of Marketing and Communication NO 18/05/2016 C5366 C5366 660 BUS



Business Services Training Package Qualification C5342 A C5342FLEX A BSB51215 Diploma of Marketing 400 6 Months 15/07/2017 89 BSB





Business Services Training Package Qualification C5344 A C5344 A BSB50115 Diploma of Advertising 420 6 Months 15/07/2017 45 BSB





Business Services Training Package Qualification C6145 A C6145 A BSB60515 Advanced Diploma of Marketing 430 6 Months 15/07/2017 56 BSB


Advanced Diploma of Marketing and Communication NO 8/06/2016 C6155 C6155 660 BUS



Business Services Training Package Qualification C6146 A C6146 A BSB60115 Advanced Diploma of Advertising 475 6 Months 15/07/2017 31 BSB


Advanced Diploma of Marketing and Communication NO 8/06/2016 C6155 C6155 660 BUS


BusinessSchool of Vocational Business Education BSB07

Business Services Training Package Qualification C4222 I C4222 I BSB41107 Certificate IV in International Trade 070394G 410 1 Year

NO ENROLMENTS‐NOW INACTIVE BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB41115 Certificate IV in International Trade YES 25/06/2015 C4359 C4359 500 BUS



Business Services Training Package Qualification C4222 I C4222A I BSB41107 Certificate IV in International Trade 410 1 Year





Business Services Training Package Qualification C4222 I C4222B I BSB41107 Certificate IV in International Trade 081855D 410 1 Year





Business Services Training Package Qualification C4222 I C4222LOG I BSB41107 Certificate IV in International Trade 410 1 Year





Business Services Training Package Qualification C4223 A C4223 A BSB40507 Certificate IV in Business Administration 450 1 Year 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB40515

Certificate IV in Business Administration YES 24/06/2015 C4358 C4358 440 BUS



Business Services Training Package Qualification C4223 A C4223SC I BSB40507 Certificate IV in Business Administration 450 1 Year 24/03/2016 BSB





Business Services Training Package Qualification C4223 A C4223SES I BSB40507 Certificate IV in Business Administration 450 1 Year 24/03/2016 BSB





Business Services Training Package Qualification C4223 A C4223TRAIN I BSB40507 Certificate IV in Business Administration 450 1 Year 24/03/2016 BSB





Business Services Training Package Qualification C4223 A C4223TSHIP I BSB40507 Certificate IV in Business Administration 450 1 Year 24/03/2016 BSB





Business Services Training Package Qualification C4227 A C4227 A BSB40107 Certificate IV in Advertising 450 1 Year 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB40115 Certificate IV in Advertising YES 10/07/2015 C4361 C4361 420 BUS

now superseded by BSB42415



Business Services Training Package Qualification C4228 A C4228 A BSB41307 Certificate IV in Marketing 500 1 Year 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB41315 Certificate IV in Marketing YES 6/07/2015 C4360 C4360 500 BUS





Certificate IV in Small Business Management 430 1 Year 24/03/2016 3 BSB


Certificate IV in Small Business Management YES 16/12/2015 C4381 C4381 450 BUS




Business Services Training Package Qualification C4340 A C4340 A BSB40812 Certificate IV in Frontline Management 395 6 Months 24/03/2016 1 BSB


Certificate IV in Leadership and Management NO 11/08/2015 C4368 C4368 485 BUS



Business Services Training Package Qualification C4340 A C4340 A BSB40812 Certificate IV in Frontline Management 395 6 Months 24/03/2016 1 BSB


Certificate IV in Leadership and Management NO 9/10/2015 C4368 C4368 485 BUS




Certificate IV in Project Management Practice 360 6 Months 24/03/2016 BSB


Certificate IV in Project Management Practice YES 2/09/2015 C4376 C4376 360 BUS



Business Services Training Package Qualification C5219 I C5219 I BSB50807 Diploma of International Business 070395G 450 18 Months


Business Services Training Package 25/03/2015 07/07/2015 BSB50815 Diploma of International Business YES 25/06/2015 C5340 C5340 420 BUS



Business Services Training Package Qualification C5219 I C5219 I BSB50807 Diploma of International Business 070395G 450 18 Months





Business Services Training Package Qualification C5219 I C5219A I BSB50807 Diploma of International Business 081856C 450 18 Months





Business Services Training Package Qualification C5219 I C5219A I BSB50807 Diploma of International Business 081856C 450 18 Months





Business Services Training Package Qualification C5221 I C5221 I BSB50407 Diploma of Business Administration 390 18 Months


Business Services Training Package 25/03/2015 07/07/2015 BSB50415 Diploma of Business Administration YES 24/06/2015 C5339 C5339 380 BUS





Business Services Training Package 25/03/2015 07/07/2015 BSB50415 Diploma of Business Administration YES 24/06/2015 C5339 C5339BLEN 380 BUS























Business Services Training Package Qualification C5221 I C5221BLEN I BSB50407 Diploma of Business Administration 390 18 Months






























Business Services Training Package Qualification C5221 I C5221TSHIP I BSB50407 Diploma of Business Administration 390 18 Months





























13

College School


RMIT Program code



Program Duration


Enrolled in Program


Package Code


Title

Training Package




Equivalent?

Notice of Intent



New RMIT Plan code





Business Services Training Package Qualification C5225 A C5225 I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB


Diploma of Leadership and Management NO 16/06/2015 C5338 C5338 700 BUS





Diploma of Leadership and Management NO 16/06/2015 C5338 C5338KIN 700 BUS





Diploma of Leadership and Management NO 16/06/2015 C5338 C5338ONCAM 700 BUS





Diploma of Leadership and Management NO 16/06/2015 C5338 C5338SES 700 BUS





Diploma of Leadership and Management NO 16/06/2015 C5338 C5338TNT 700 BUS



Business Services Training Package Qualification C5225 A C5225AFP I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225CAM I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225CWCC I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225ECHO I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225ONCAM A BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225PT I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225SJOG I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225TAB I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225TSHIP I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5225 A C5225VTAC I BSB51107 Diploma of Management 480 2 Years 24/03/2016 BSB

























Business Services Training Package Qualification C5226 A C5226 A BSB50107 Diploma of Advertising 370 18 Months 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB50115 Diploma of Advertising YES 10/07/2015 C5344 C5344 420 BUS




Business Services Training Package Qualification C5229 A C5229 A BSB51207 Diploma of Marketing 425 18 Months 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB51215 Diploma of Marketing YES 6/07/2015 C5342 C5342 400 BUS




Business Services Training Package Qualification C5229 A C5229 A BSB51207 Diploma of Marketing 425 18 Months 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB51215 Diploma of Marketing YES 6/07/2015 C5342 C5342FLEX 400 BUS




Business Services Training Package Qualification C5229 A C5229FLEX A BSB51207 Diploma of Marketing 425 18 Months 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB51215 Diploma of Marketing YES 6/07/2015 C5342 C5342 400 BUS




Business Services Training Package Qualification C5229 A C5229FLEX A BSB51207 Diploma of Marketing 425 18 Months 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB51215 Diploma of Marketing YES 6/07/2015 C5342 C5342FLEX 400 BUS




Business Services Training Package Qualification C5292 I C5292 I BSB50110 Diploma of Legal Services 490 1 Year


Business Services Training Package 25/03/2015 07/07/2015 BSB52215 Diploma of Legal Services YES

No new Program currently configured Registered on Scope


Business Services Training Package Qualification C5326 I C5326 I BSB51413 Diploma of Project Management 490 6 Months


Business Services Training Package 25/03/2015 07/07/2015 BSB51415 Diploma of Project Management YES 2/09/2015 C5352 C5352 560 BUS



Business Services Training Package Qualification C5326 I C5326 I BSB51413 Diploma of Project Management 490 6 Months


Business Services Training Package 25/03/2015 07/07/2015 BSB51415 Diploma of Project Management YES 2/09/2015 C5352 C5352BNG 560 BUS



Business Services Training Package Qualification C6092 A C6092 A BSB60507 Advanced Diploma of Marketing 430 2 Years 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 BSB60515 Advanced Diploma of Marketing YES 6/07/2015 C6145 C6145 430 BUS




Business Services Training Package Qualification C6100 I C6100 I BSB60407 Advanced Diploma of Management 550 6 Months



Advanced Diploma of Leadership and Management NO 16/06/2015 C6143 C6143 760 BUS



Business Services Training Package Qualification C6100 I C6100CWCC I BSB60407 Advanced Diploma of Management 550 6 Months



Advanced Diploma of Leadership and Management NO 16/06/2015 C6143 C6143 760 BUS



Business Services Training Package Qualification C6116 I C6116 I BSB60110 Advanced Diploma of Advertising 475 6 Months


Business Services Training Package 25/03/2015 07/07/2015 BSB60115 Advanced Diploma of Advertising YES 10/07/2015 C6146 C6146 475 BUS




Business Services Training Package RMIT Skill Set S0027 I S0027 I 0037S0027 Financial Management 130 Not Configured


Business Services Training Package 25/03/2015 07/07/2015 Skill Set Skill Set

No new Program currently configured

Application for Skill Set may not be

BusinessSchool of Vocational Business Education FNS10

Financial Services Training Package Qualification C4324 A C4324 A FNS40611 Certificate IV in Accounting 078612E 640 6 Months 24/03/2016 2 FNS

Financial Services Training Package 25/03/2015 17/08/2015 FNS40615 Certificate IV in Accounting NO 27/07/2015 C4366 C4366 625 BUS



Financial Services Training Package Qualification C4325 I C4325 I FNS40211 Certificate IV in Bookkeeping 470 6 Months

NO ENROLMENTS‐NOW INACTIVE FNS

Financial Services Training Package 25/03/2015 17/08/2015 FNS40215 Certificate IV in Bookkeeping YES 10/07/2015 C4362 C4362 615 BUS



Financial Services Training Package Qualification C4325 I C4325 I FNS40211 Certificate IV in Bookkeeping 470 6 Months


Financial Services Training Package 25/03/2015 17/08/2015 FNS40215 Certificate IV in Bookkeeping YES 10/07/2015 C4362 C4362FAST 615 BUS


14

College School


RMIT Program code



Program Duration


Enrolled in Program


Package Code


Title

Training Package




Equivalent?

Notice of Intent



New RMIT Plan code





Financial Services Training Package Qualification C4342 A C4342 A FNS41011 Certificate IV in Banking Services 430 6 Months 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 FNS42015 Certificate IV in Banking Services NO 12/08/2015 C4369 C4369 430 BUS



Financial Services Training Package Qualification C5260 A C5260 A FNS50210 Diploma of Accounting 076423D 510 6 Months 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 FNS50215 Diploma of Accounting NO 31/07/2015 C5347 C5347 620 BUS















Financial Services Training Package Qualification C5317 A 5317 I FNS50611 Diploma of Financial Planning 740 6 Months 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 FNS50615 Diploma of Financial Planning YES 10/07/2015 C5343 C5343 1015 BUS




Financial Services Training Package 25/03/2015 17/08/2015 FNS50615 Diploma of Financial Planning YES 10/07/2015 C5343 C5343ASFA 1015 BUS




Financial Services Training Package 25/03/2015 17/08/2015 FNS50615 Diploma of Financial Planning YES 10/07/2015 C5343 C5343FLEX 1015 BUS



Financial Services Training Package Qualification C5317 A C5317 A FNS50611 Diploma of Financial Planning 740 6 Months 24/03/2016 FNS












Financial Services Training Package Qualification C5317 A C5317DIST A FNS50611 Diploma of Financial Planning 740 6 Months 24/03/2016 FNS












Financial Services Training Package Qualification C5317 A C5317IND I FNS50611 Diploma of Financial Planning 740 6 Months 24/03/2016 FNS












Financial Services Training Package Qualification C5324 I C5324 I FNS50411 Diploma of Conveyancing 705 18 Months


Financial Services Training Package 25/03/2015 17/08/2015 BSB52015 Diploma of Conveyancing YES 16/06/2015 C5337 C5337 800 BUS



Financial Services Training Package Qualification C6113 I C6113 I FNS60210 Advanced Diploma of Accounting 076424C 440 6 Months


Financial Services Training Package 25/03/2015 17/08/2015 FNS60215 Advanced Diploma of Accounting NO 11/08/2015 C6148 C6148 850 BUS



Financial Services Training Package RMIT Skill Set S0025 A S0025 A 0037S0025 BAS Agent Registration 70 Not Configured 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 FNSSS00004 BAS Agent Registration Skill Set YES S0103 S0103 80 BUS

New Program ready for admission



Financial Services Training Package RMIT Skill Set S0087 A S0087 A 0037S0087 Managed Investments 425 Not Configured 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 0037S0107 Managed Investments 18/11/2015 S0107 S0107 425 BUS




Financial Services Training Package RMIT Skill Set S0088 A S0088 A 0037S0088 Superannuation 425 Not Configured 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 0037S0108 Superannuation 18/11/2015 S0108 S0108 425 BUS




Financial Services Training Package RMIT Skill Set S0089 A S0089 A 0037S0089 Life Insurance 425 Not Configured 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 0037S0109 Life Insurance 18/11/2015 S0109 S0109 425 BUS




Financial Services Training Package RMIT Skill Set S0090 I S0090 I 0037S0090 Securities 305 Not Configured


Financial Services Training Package 25/03/2015 17/08/2015 0037S0110 Securities 18/11/2015 S0110 S0110 305 BUS




Financial Services Training Package RMIT Skill Set S0091 I S0091 I 0037S0091 Derivatives 305 Not Configured


Financial Services Training Package 25/03/2015 17/08/2015 0037S0111 Derivatives 18/11/2015 S0111 S0111 305 BUS




Financial Services Training Package RMIT Skill Set S0092 I S0092 I 0037S0092 Estate Planning 30 Not Configured


Financial Services Training Package 25/03/2015 17/08/2015 0037S0113 Estate Planning 18/11/2015 S0113 S0113 30 BUS




Financial Services Training Package RMIT Skill Set S0096 A S0096 A 0037S0096 Financial Planning 210 6 Months 24/03/2016 FNS

Financial Services Training Package 25/03/2015 17/08/2015 0037S0112 Financial Planning 18/11/2015 S0112 S0112 300 BUS



BusinessSchool of Vocational Business Education ICA11

Information and Communications Qualification C5300 A C5300 A ICA50111 Diploma of Information Technology 077413J 985 1 Year 24/03/2016 ICT

Information and Communications 25/03/2015 20/05/2015 ICT50115 Diploma of Information Technology YES 1/07/2015 C5341 C5341 955 BUS


BusinessSchool of Vocational Business Education MSA07

Manufacturing Training Package

Unit of Competency on Scope 045891

MSAPMSUP291A Participate in continuous improvement 14/12/2016 MSM

Manufacturing Training Package 15/12/2015 22/03/2016 MSMSUP291

Participate in continuous improvement YES


BusinessSchool of Vocational Business Education MSS11

Sustainability Training Package Qualification C4350 A C4350 A MSS40312

Certificate IV in Competitive Systems and Practices 570 1 Year 21/06/2017 MSS Sustainability 22/06/2016 MSS40316

Certificate IV in Competitive Systems and Practices YES


BusinessSchool of Vocational Business Education MSS11

Sustainability Training Package Qualification C4350 A C4350SCR A MSS40312

Certificate IV in Competitive Systems and Practices 570 1 Year 21/06/2017 MSS Sustainability 22/06/2016 MSS40316

Certificate IV in Competitive Systems and Practices YES


BusinessSchool of Vocational Business Education TDT02

Transport And Distribution Training

Unit of Competency on Scope 040717 TDTG197B Work effectively with others Not known TLI

Transport and Logistics Training 19/10/2015 10/12/2015 TLIG1001 Work effectively with others

No new Program currently configured Not yet on Scope

BusinessSchool of Vocational Business Education TLI10

TRANSPORT AND LOGISTICS TRAINING Qualification C5294 A C5294 A TLI50410 Diploma of Logistics 1020 18 Months 19/04/2017 66 TLI

Transport and Logistics Training 19/10/2015 10/12/2015 TLI50415 Diploma of Logistics NO 26/07/2016 C5369 C5369 1060 BUS




Transport and Logistics Training 19/10/2015 10/12/2015 TLI50415 Diploma of Logistics NO 26/07/2016 C5369 C5369TNT 1060 BUS



















TRANSPORT AND LOGISTICS TRAINING Qualification C5302 A C5302 A TLI50410 Diploma of Logistics 1020 1 Year 19/04/2017 76 TLI
























TRANSPORT AND LOGISTICS TRAINING Qualification C5302 A C5302ROLL A TLI50410 Diploma of Logistics 1020 1 Year 19/04/2017 76 TLI























Design and Social Context Architecture & Design CPC

Construction, Plumbing and Services

Unit of Competency on Scope 045461 CPCCOHS1001A Work safely in the construction industry 05/05/2017 CPC

Construction, Plumbing and 06/05/2016 CPCCWHS1001

Prepare to work safely in the construction industry YES


Design and Social Context Architecture & Design CUV11

Visual Arts, Crafts and Design Training Qualification C4322 A C4322 A CUV40311 Certificate IV in Design 078121B 725 1 Year 16/07/2017 42 CUA

Live Performance and Entertainment 15/01/2016 CUA40715 Certificate IV in Design Yes 09/02/16 C4382 C4382 1234 DSC

New Program pending final configuration Registered on Scope


Visual Arts, Crafts and Design Training Qualification C4322 A C4322ACC A CUV40311 Certificate IV in Design 078121B 725 1 Year 16/07/2017 42 CUA

Live Performance and Entertainment 15/01/2016 CUA40715 Certificate IV in Design Yes 09/02/16 C4382 C4382 1234 DSC



Visual Arts, Crafts and Design Training Qualification C5316 A C5316 A CUV50311 Diploma of Graphic Design 078122A 1005 1 Year 16/07/2017 102 CUA

Live Performance and Entertainment 15/01/2016 CUA50715 Diploma of Graphic Design Yes 09/02/16 C5359 C5359 1234 DSC



Visual Arts, Crafts and Design Training Qualification C6127 A C6127 A CUV60411 Advanced Diploma of Graphic Design 078822F 870 1 Year 16/07/2017 43 CUA

Live Performance and Entertainment 15/01/2016 CUA60315

Advanced Diploma of Graphic Design NO 09/02/16 13/09/2016 C6152 C6152 885 DSC

New Program pending final configuration Not yet on Scope

Design and Social Context Architecture & Design ICP10

Printing and Graphic Arts Qualification C3313 I C3313 I ICP30712

Certificate III in Printing and Graphic Arts (Print Finishing) 1150 2 Years

NO ENROLMENTS‐NOW INACTIVE ICP

Printing and Graphic Arts 26/03/2015 21/05/2015 ICP30715

Certificate III in Printing and Graphic Arts (Print Finishing) YES

ICP30715 superseded by ICP31315 JAN2016




Certificate III in Printing and Graphic Arts (Graphic Pre‐press) 1090 2 Years



Certificate III in Printing and Graphic Arts (Graphic Pre‐press) YES





Certificate III in Printing and Graphic Arts (Screen Printing) 1060 2 Years



Certificate III in Printing and Graphic Arts (Screen Printing) YES





Certificate III in Printing and Graphic Arts (Printing) 1150 2 Years



Certificate III in Printing and Graphic Arts (Printing) YES



Design and Social Context Architecture & Design TDT02





Design and Social Context Art CUV11

Visual Arts, Crafts and Design Training Qualification C4311 A C4311 A CUV40111 Certificate IV in Visual Arts 078277D 625 1 Year 16/07/2017 50 CUA

Live Performance and Entertainment 15/01/2016 CUA41315 Certificate IV in Visual Arts Yes 31/08/15 20/09/2016 C4370 C4370 780 DSC



Visual Arts, Crafts and Design Training Qualification C4311 A C4311BUNR I CUV40111 Certificate IV in Visual Arts 625 1 Year 16/07/2017 50 CUA

Live Performance and Entertainment 15/01/2016 CUA41315 Certificate IV in Visual Arts Yes 31/08/15 20/09/2016 C4370 C4370 780 DSC



Visual Arts, Crafts and Design Training Qualification C5308 A C5308 A CUV50111 Diploma of Visual Arts 078275F 700 1 Year 16/07/2017 131 CUA

Live Performance and Entertainment 15/01/2016 CUA51115 Diploma of Visual Arts Yes 31/08/15 20/09/2016 C5348 C5348 1015 DSC



Visual Arts, Crafts and Design Training Qualification C6128 A C6128 A CUV60211 Advanced Diploma of Visual Arts 079081G 710 1 Year 16/07/2017 39 CUA

Live Performance and Entertainment 15/01/2016 CUA60715 Advanced Diploma of Visual Arts Yes 31/08/15 20/09/2016 C6149 C6149 1234 DSC



Visual Arts, Crafts and Design Training RMIT Skill Set S0114 A S0114 A 0037S0114 Drawing 140 6 Months 14/07/2017 CUA

Creative Arts and Culture Training 15/01/2016 Skill Set Skill Set


Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327 I 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327ART I 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327ENG A 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327JUST I 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327MEDA I 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327MEDIA A 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


15

College School


RMIT Program code



Program Duration


Enrolled in Program


Package Code


Title

Training Package




Equivalent?

Notice of Intent



New RMIT Plan code




Design and Social Context Education 000 Not Training Package Accredited Course C4327 A C4327SCIEN A 22182VIC Certificate IV in Tertiary Preparation 380 1 Year 30/06/2018 51


Design and Social Context Education CHC08

Community Services Training Package Qualification C5290 A C5290 A CHC51308 Diploma of Education Support 595 1 Year 07/12/2017 6 CHC Community Services 08/12/2015 04/11/2015 DELETED DELETED


Design and Social Context Education CHC08

Community Services Training Package Qualification C5290 A C5290A A CHC51308 Diploma of Education Support 595 1 Year 07/12/2017 6 CHC Community Services 08/12/2015 04/11/2015 DELETED DELETED


Design and Social Context Education TAE10

Training and Education Qualification C4277 A C4277 A TAE40110

Certificate IV in Training and Assessment 265 6 Months 06/10/2017 148 TAE

Training and Education Training 06/04/2016 TAE40116

Certificate IV in Training and Assessment NO 15/04/16 C4377 C4377 1234 DSC



Training and Education Qualification C4277 A C4277OS A TAE40110

Certificate IV in Training and Assessment 265 6 Months 06/10/2017 148 TAE


Certificate IV in Training and Assessment NO 15/04/16 C4377 C4377 1234 DSC




Diploma of Vocational Education and Training 395 1 Year 06/10/2017 22 TAE


Diploma of Vocational Education and Training NO 15/04/16 C5353 C5353 1234 DSC



Training and Education Qualification C5307 A C5307OS A TAE50111

Diploma of Vocational Education and Training 395 1 Year 06/10/2017 22 TAE


Diploma of Vocational Education and Training NO 15/04/16 C5353 C5353 1234 DSC




Diploma of Training Design and Development 395 1 Year 06/10/2017 18 TAE


Diploma of Training Design and Development YES 15/04/16 C5354 C5354 1234 DSC



Training and Education RMIT Skill Set S0097 A S0097 A 0037S0097 Learning Design 170 6 Months 05/10/2017 TAE

Training and Education Training 06/04/2016 Skill Set Skill Set




Training and Education

Training Package Skill Set S0022 A S0022 A 0037S0022 Enterprise Trainer and Assessor Skill Set 95 Not Configured 05/10/2017 TAE

Training and Education Training 06/04/2016 TAESS00015

Enterprise Trainer and Assessor Skill Set YES





Training Package Skill Set S0083 A S0083 A TAESS00007 Enterprise Trainer ‐ Presenting Skill Set 70 Not Configured 06/10/2017 TAE

Training and Education Training 06/04/2016 TAESS00014

Enterprise Trainer ‐ Presenting Skill Set YES


Application for Skil Set not required



Training Package Skill Set S0084 A S0084 A TAESS00001 Assessor Skill Set 55 Not Configured 06/10/2017 TAE

Training and Education Training 06/04/2016 TAESS00011 Assessor Skill Set NO



Design and Social Context Education TDT02





Design and Social Context Fashion & Textiles BSB07

Business Services Training Package Qualification C4351 I C4351 I BSB40812 Certificate IV in Frontline Management 450 1 Year



Certificate IV in Leadership and Management NO 09/10/15 11/08/2015 C4380 C4380 530 DSC



Business Services Training Package Qualification C4351 I C4351 I BSB40812 Certificate IV in Frontline Management 450 1 Year



Certificate IV in Leadership and Management NO 09/10/15 9/10/2015 C4380 C4380 530 DSC



Business Services Training Package Qualification C5222 I C5222 I BSB51107 Diploma of Management 450 1 Year



Diploma of Leadership and Management NO 16/06/2015



Business Services Training Package Qualification C6090 I C6090 I BSB60407 Advanced Diploma of Management 515 1 Year



Advanced Diploma of Leadership and Management NO 16/06/2015


Design and Social Context Fashion & Textiles LMT07

Textiles, Clothing and Footwear Training Qualification C3221 A C3221 A LMT30107 Certificate III in Textile Production 570 1 Year 03/07/2017 MST

Textiles, Clothing and Footwear 04/07/2016 MST30116

Certificate III in Clothing and Textile Production NO 04/08/16 C3394 C3394 1234 DSC



Textiles, Clothing and Footwear Training Qualification C3225 A C3225 A LMT30407 Certificate III in Textile Fabrication 890 18 Months 03/07/2017 MST


Certificate III in Manufactured Textile Products YES



Textiles, Clothing and Footwear Training Qualification C3227 A C3227 A LMT30507 Certificate III in Clothing Production 560 1 Year 03/07/2017 142 MST


Certificate III in Clothing and Textile Production NO 04/08/16 C3394 C3394 1234 DSC



Textiles, Clothing and Footwear Training Qualification C3285 A C3285 A LMT31210 Certificate III in Dry Cleaning Operations 860 2 Years 03/07/2017 20 MST


Certificate III in Dry Cleaning Operations YES 04/08/16 C3395 C3395 1234 DSC



Textiles, Clothing and Footwear Training Qualification C3286 A C3286 A LMT31110 Certificate III in Laundry Operations 830 2 Years 03/07/2017 MST

Textiles, Clothing and Footwear 04/07/2016 MST30616 Certificate III in Laundry Operations YES



Textiles, Clothing and Footwear Training Qualification C4213 A C4213 A LMT40107

Certificate IV in Textile Technology and Production 064170G 1190 2 Years 03/07/2017 MST


Certificate IV in Textile Design, Development and Production YES 04/08/16 C4390 C4390 1234 DSC




Certificate IV in Textile Design and Development 1340 3 Years 03/07/2017 55 MST





Textiles, Clothing and Footwear Training Qualification C4218 A C4218FT A LMT41107

Certificate IV in Textile Design and Development 081226M 1340 3 Years 03/07/2017 55 MST






Certificate IV in Fashion and Textiles Merchandising 1205 2 Years 03/07/2017 39 MST


Certificate IV in Applied Fashion Design and Merchandising NO 07/09/16 C4393 C4393 1234 DSC



Textiles, Clothing and Footwear Training Qualification C4238 A C4238 A LMT40407 Certificate IV in Custom made Footwear 076420G 1270 2 Years 03/07/2017 22 MST


Certificate IV in Custom‐Made Footwear YES 04/08/16 C4389 C4389 1234 DSC




Diploma of Textile Design and Development 064169A 1910 2 Years 03/07/2017 19 MST


Diploma of Textile Design and Development YES 04/08/16 C5370 C5370 1234 DSC



Textiles, Clothing and Footwear Training Qualification C5213 A C5213A A LMT50507

Diploma of Textile Design and Development 064169A 1910 2 Years 03/07/2017 19 MST





Textiles, Clothing and Footwear Training Qualification C5213 A C5213SA I LMT50507

Diploma of Textile Design and Development 1910 2 Years 03/07/2017 19 MST






Diploma of Applied Fashion Design and Technology 065164J 1950 2 Years 03/07/2017 MST


Diploma of Applied Fashion Design and Merchandising NO


Design and Social Context Fashion & Textiles TDT02





Design and Social Context

Global, Urban and Social Studies 000 Not Training Package Accredited Course C1071 A C1071 A 22128VIC Certificate I in Work Education 1040 2 Years 30/12/2017 1



Global, Urban and Social Studies CHC08

Community Services Training Package Qualification C0044 A C0044 A CHC80108

Graduate Diploma of Community Sector Management 745 1 Year 07/12/2017 CHC Community Services 08/12/2015 04/11/2015 BSB80214

Graduate Certificate in Client Assessment and Case NO





Graduate Certificate in Community Services Practice(Client assessment & 629 1 Year 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHC82015





Community Services Training Package Qualification C3303 I C3303 I CHC30312

Certificate III in Home and Community Care 448 6 Months

NO ENROLMENTS‐NOW INACTIVE CHC Community Services 06/08/2015 04/11/2015 CHC33015 Certificate III in Individual Support NO 17/07/15 22/12/2015 C3319 C3319 685 DSC




Community Services Training Package Qualification C3304 A C3304 A CHC30212 Certificate III in Aged Care 473 6 Months 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHC33015 Certificate III in Individual Support NO 17/07/15 22/12/2015 C3319 C3319 685 DSC




Community Services Training Package Qualification C4328 A C4328 A CHC40412 Certificate IV in Alcohol and Other Drugs 913 1 Year 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHC43215

Certificate IV in Alcohol and Other Drugs NO 17/07/15 8/01/2016 C4364 C4364 1293 DSC




Community Services Training Package Qualification C4329 A C4329 A CHC40312 Certificate IV in Disability 700 1 Year 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHC43115 Certificate IV in Disability NO 17/07/15 11/02/2016 C4365 C4365 920 DSC




Community Services Training Package Qualification C4329 A C4329A A CHC40312 Certificate IV in Disability 700 1 Year 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHC43115 Certificate IV in Disability NO 17/07/15 11/02/2016 C4365 C4365 920 DSC





Certificate IV in Community Services Work 940 1 Year 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHC42015

Certificate IV in Community Services NO 17/07/17 18/12/2015 C4363 C4363 930 DSC




Community Services Training Package Qualification C5247 A C5247 A CHC50708 Diploma of Community Development 905 1 Year 05/08/2016 1 CHC Community Services 06/08/2015 04/11/2015 CHC52115

Diploma of Community Development NO




Community Services Training Package Qualification C5247 A C5247A A CHC50708 Diploma of Community Development 905 1 Year 05/08/2016 1 CHC Community Services 06/08/2015 04/11/2015 CHC52115

Diploma of Community Development NO





Diploma of Community Services (Alcohol, other drugs and mental health) 1270 1 Year 08/06/2017 34 CHC Community Services 06/08/2015 04/11/2015 DELETED DELETED




Community Services Training Package Qualification C5330 A C5330 A CHC50612 Diploma of Community Services Work 1245 1 Year 05/08/2016 2 CHC Community Services 06/08/2015 04/11/2015 CHC52015 Diploma of Community Services NO 17/07/15 8/01/2016 C5345 C5345 1390 DSC





Diploma of Community Services (Financial counselling) 1495 1 Year 08/06/2017 10 CHC Community Services 08/12/2015 04/11/2015 CHC51115 Diploma of Financial Counselling NO 15/02/16 22/02/2016 C5360 C5360 1435 DSC




Community Services Training Package Qualification C6126 A C6126 A CHC60112 Advanced Diploma of Disability 1445 1 Year 07/12/2017 CHC Community Services 08/12/2015 04/11/2015 DELETED DELETED





Advanced Diploma of Community Sector Management 1250 1 Year 05/08/2016 8 CHC Community Services 06/08/2015 04/11/2015 CHC62015

Advanced Diploma of Community Sector Management NO 17/07/15 10/08/2016 C6147 C6147 1155 DSC




Community Services Training Package RMIT Skill Set S0012 A S0012 A 0037S0012 Alcohol and other drugs skill set 270 6 Months 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHCSS00093 Alcohol and Other Drugs Skill Set NO





Community Services Training Package RMIT Skill Set S0012 A S0012A A 0037S0012 Alcohol and other drugs skill set 270 6 Months 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHCSS00093 Alcohol and Other Drugs Skill Set NO





Community Services Training Package

Training Package Skill Set S0063 A S0063 A CHCSS00052 Problem Gambling 170 Not Configured 05/08/2016 CHC Community Services 06/08/2015 04/11/2015 CHCSS00111 Problem Gambling Skill Set NO





Community Services Training Package

Training Package Skill Set S0102 I S0102 I CHCSS00023 Financial literacy education skill set 120 6 Months

NO ENROLMENTS‐NOW INACTIVE CHC Community Services 06/08/2015 04/11/2015 CHCSS00077 Financial Literacy Education NO



Global, Urban and Social Studies HLT07

Health Training Package RMIT Skill Set S0008 A S0008 A 0037S0008 First Aid 8 6 Months 05/08/2016 17 HLT Health 06/08/2015 11/11/2015




Global, Urban and Social Studies HLT07

Health Training Package RMIT Skill Set S0008 A S0008A A 0037S0008 First Aid 8 6 Months 05/08/2016 17 HLT Health 06/08/2015 11/11/2015




Global, Urban and Social Studies PSP12

Public Sector Training Package Qualification C5328 A C5328 A PSP52412 Diploma of Interpreting 080431C 460 6 Months 06/09/2017 127 PSP

Public Sector Training Package 07/03/2016 PSP50916

Diploma of Interpreting (LOTE‐English) NO 13/04/16 C5364 C5364 1234 DSC




Public Sector Training Package Qualification C5328 A C5328AUSLN A PSP52412 Diploma of Interpreting 460 6 Months 06/09/2017 127 PSP






Public Sector Training Package Qualification C5328 A C5328ONLNE A PSP52412 Diploma of Interpreting 460 6 Months 06/09/2017 127 PSP






Public Sector Training Package Qualification C6133 A C6133 A PSP61012 Advanced Diploma of Translating 080274M 400 6 Months 06/09/2017 187 PSP

Public Sector Training Package 07/03/2016 PSP60816 Advanced Diploma of Translating NO 13/04/16 C6153 C6153 1234 DSC




Public Sector Training Package Qualification C6134 A C6134 A PSP61112 Advanced Diploma of Interpreting 080275K 520 6 Months 06/09/2017 138 PSP


Advanced Diploma of Interpreting (LOTE‐English) NO 13/04/16 C6154 C6154 1234 DSC




Public Sector Training Package RMIT Skill Set S0082 A S0082 A 0037S0082

Introduction to Interpreting and Translating 80 Not Configured 06/09/2017 21 PSP

Public Sector Training Package 07/03/2016 Skill Set Skill Set


Design and Social Context Media and Communication 000 Not Training Package Accredited Course C5295 I C5295 I 22091VIC

Diploma of Professional Writing and Editing 625 1 Year

NO ENROLMENTS‐NOW INACTIVE


Design and Social Context Media and Communication 000 Not Training Package Accredited Course C5314 A C5314 A 22091VIC

Diploma of Professional Writing and Editing 640 1 Year 31/12/2019 59


Design and Social Context Media and Communication CPC






Design and Social Context Media and Communication CUA

Live Performance and Entertainment Qualification C4348 A C4348 A CUA40413

Certificate IV in Live Production and Technical Services 774 1 Year 16/07/2017 55 CUA


Certificate IV in Live Production and Technical Services Yes 01/09/15 26/09/2016 C4371 C4371 1234 DSC


Design and Social Context Media and Communication CUA

Live Performance and Entertainment Qualification C5332 A C5332 A CUA50413

Diploma of Live Production and Technical Services 1056 1 Year 16/07/2017 45 CUA


Diploma of Live Production and Technical Services Yes 01/09/15 26/09/2016 C5349 C5349 1234 DSC


Design and Social Context Media and Communication CUF07

Screen and Media Training Package Qualification C4295 A C4295 A CUF40107 Certificate IV in Screen and Media 875 1 Year 16/07/2017 27 CUA

Live Performance and Entertainment 15/01/2016 CUA41215 Certificate IV in Screen and Media NO 01/09/15 26/09/2016 C4374 C4374 1234 DSC



Screen and Media Training Package Qualification C5216 A C5216 A CUF50107 Diploma of Screen and Media 065160B 670 1 Year 16/07/2017 96 CUA

Live Performance and Entertainment 15/01/2016 CUA51015 Diploma of Screen and Media NO 01/09/15 C5350 C5350 1234 DSC



Screen and Media Training Package Qualification C5216 A C5216 A CUF50107 Diploma of Screen and Media 065160B 670 1 Year 16/07/2017 96 CUA




Screen and Media Training Package Qualification C5218 A C5218 A CUF50207 Diploma of Interactive Digital Media 066394J 850 2 Years 16/07/2017 127 CUA




Screen and Media Training Package Qualification C5218 A C5218 A CUF50207 Diploma of Interactive Digital Media 066394J 850 2 Years 16/07/2017 127 CUA




Screen and Media Training Package Qualification C5218 A C5218TRAIN I CUF50207 Diploma of Interactive Digital Media 850 2 Years 16/07/2017 127 CUA



16

College School


RMIT Program code



Program Duration


Enrolled in Program


Package Code


Title

Training Package




Equivalent?

Notice of Intent



New RMIT Plan code





Screen and Media Training Package Qualification C5218 A C5218TRAIN I CUF50207 Diploma of Interactive Digital Media 850 2 Years 16/07/2017 127 CUA




Screen and Media Training Package Qualification C6087 A C6087 A CUF60107 Advanced Diploma of Screen and Media 066599G 925 3 Years 16/07/2017 105 CUA


Advanced Diploma of Screen and Media NO 01/09/15 C6151 C6151 1234 DSC



Screen and Media Training Package Qualification C6087 A C6087DIGIT A CUF60107 Advanced Diploma of Screen and Media 066599G 925 3 Years 16/07/2017 105 CUA





Screen and Media Training Package Qualification C6087 A C6087TRAIN I CUF60107 Advanced Diploma of Screen and Media 925 3 Years 16/07/2017 105 CUA





Screen and Media Training Package RMIT Skill Set S0058 A S0058 A 0037S0058

Professional Writing ‐ Desktop Publishing 70 Not Configured 14/07/2017 CUA

Live Performance and Entertainment 15/01/2016 Skill Set Skill Set NO



Design and Social Context Media and Communication CUS09 Music Qualification C4276 A C4276 A CUS40209 Certificate IV in Sound Production 073147K 725 1 Year 16/07/2017 95 CUA

Live Performance and Entertainment 15/01/2016 CUA40915 Certificate IV in Music Industry NO 01/09/15 C4372 C4372 1234 DSC


Design and Social Context Media and Communication CUS09 Music Qualification C4276 A C4276A A CUS40209 Certificate IV in Sound Production 725 1 Year 16/07/2017 95 CUA

Live Performance and Entertainment 15/01/2016 CUA40915 Certificate IV in Music Industry NO 01/09/15 C4372 C4372 1234 DSC


Design and Social Context Media and Communication CUS09 Music Qualification C6104 A C6104 A CUS60209 Advanced Diploma of Sound Production 073197M 985 1 Year 16/07/2017 66 CUA


Advanced Diploma of Music Industry NO 01/09/15 C6150 C6150 1234 DSC


Design and Social Context Media and Communication CUV11

Visual Arts, Crafts and Design Training Qualification C4312 A C4312 A CUV40411 Certificate IV in Photo Imaging 078281G 890 1 Year 16/07/2017 102 CUA


Certificate IV in Photography and Photo Imaging Yes 01/09/15 20/09/2016 C4373 C4373 1234 DSC


Design and Social Context Media and Communication CUV11

Visual Arts, Crafts and Design Training Qualification C5309 A C5309 A CUV50411 Diploma of Photo Imaging 078280J 885 1 Year 16/07/2017 60 CUA


Diploma of Photography and Photo Imaging Yes 01/09/15 C5351 C5351 1234 DSC


Science, Engineering and Health

Vocational Engineering and Health Sciences 000 Not Training Package Accredited Course C2214 A C2214 A 22138VIC

Certificate II in Plumbing (Pre‐apprenticeship) 488 6 Months 30/12/2017 21



Vocational Engineering and Health Sciences 000 Not Training Package Accredited Course C5232 A C5232 A 40603SA Diploma of Engineering Drafting 930 18 Months 30/12/2017



Vocational Engineering and Health Sciences 000 Not Training Package Accredited Course C6093 A C6093 A 40604SA

Advanced Diploma of Engineering Design 066397F 1480 2 Years 30/12/2017 58



Vocational Engineering and Health Sciences 000 Not Training Package Accredited Course C6119 A C6119 A 40633SA

Advanced Diploma of Oral Health (Dental Hygiene) 1883 2 Years 31/10/2018 30



Vocational Engineering and Health Sciences AHC10

Agriculture, Horticulture and Qualification C2215 A C2215 A AHC21010

Certificate II in Conservation and Land Management 282 6 Months 27/12/2017 AHC

Agriculture, Horticulture and 27/06/2016 AHC21016

Certificate II in Conservation and Land Management YES





Certificate III in Conservation and Land Management 630 6 Months 27/12/2017 5 AHC


Certificate III in Conservation and Land Management YES





Certificate IV in Conservation and Land Management 1185 2 Years 27/12/2017 AHC


Certificate IV in Conservation and Land Management YES





Diploma of Conservation and Land Management 078611F 1400 2 Years 27/12/2017 66 AHC


Diploma of Conservation and Land Management YES 21/07/16 C5367 C5367 1234 SET



Vocational Engineering and Health Sciences AVI08

Aviation Training Package RMIT Skill Set S0061 A S0061 A 0037S0061 Aircraft Marshalling and Servicing 40 Not Configured 28/02/2017 AVI

Aviation Training Package 01/03/2016 Skill Set Skill Set




Aviation Training Package

Unit of Competency on Scope 049147 AVIF3016A Marshal aircraft 28/02/2017 AVI

Aviation Training Package 01/03/2016 AVIF3016 Marshal aircraft YES




Aviation Training Package

Unit of Competency on Scope 049937 AVIW3003B

Operate aircraft embarkation and disembarkation equipment 28/02/2017 AVI

Aviation Training Package 01/03/2016 AVIW3003

Operate aircraft embarkation and disembarkation equipment YES



Vocational Engineering and Health Sciences BSB07

Business Services Training Package Qualification C4330 A C4330 A BSB41412 Certificate IV in Work Health and Safety 460 6 Months 24/03/2016 1 BSB


Certificate IV in Work Health and Safety YES 6/10/2015 C4379 C4379 470 SET




Business Services Training Package Qualification C5319 I C5319 I BSB51312 Diploma of Work Health and Safety 430 1 Year


Business Services Training Package 25/03/2015 07/07/2015 BSB51315 Diploma of Work Health and Safety YES




Business Services Training Package RMIT Skill Set S0031 A S0031 A 0037S0031 OHS Skill Set 1 ‐ RIIERP 90 Not Configured 24/03/2016 BSB

Business Services Training Package 25/03/2015 07/07/2015 Skill Set Skill Set




Vocational Engineering and Health Sciences CPC







Vocational Engineering and Health Sciences CPC08

Construction, Plumbing and Services RMIT Skill Set S0014 A S0014 A 0037S0014 Construction (OH&S Induction) 6 Not Configured 05/05/2017 273 CPC08

Construction, Plumbing and 06/05/2016 RMIT Skill Set RMIT Skill Set



Vocational Engineering and Health Sciences CPP07

Property Services Training Package Qualification C4336 A C4336 A CPP40112 Certificate IV in Surveying 685 1 Year 05/11/2017 38 CPP

Property Services Training Package 06/05/2016 CPP40216 Certificate IV in Surveying YES 28/07/16 1/09/2016 C4388 C4388 695 SET




Property Services Training Package Qualification C5320 A C5320 A CPP50112 Diploma of Surveying 830 1 Year 05/11/2017 124 CPP

Property Services Training Package 06/05/2016 CPP50116 Diploma of Surveying YES 28/07/16 1/09/2016 C5368 C5368 1092 SET




Property Services Training Package Qualification C6129 A C6129 A CPP60312 Advanced Diploma of Surveying 610 1 Year 05/11/2017 48 CPP

Property Services Training Package 06/05/2016 CPP60116 Advanced Diploma of Surveying YES 28/07/16 1/09/2016 C6156 C6156 770 SET



Vocational Engineering and Health Sciences DEF12

Defence Training Package RMIT Skill Set S0068 A S0068 A 0037S0068 Pack / Unpackage Ammunition 40 Not Configured 20/10/2016 DEF

Defence Training Package 22/10/2015 Skill Set Skill Set YES





Defence Training Package

Unit of Competency on Scope 050092 DEFEO301D Package ammunition 21/10/2016 DEF

Defence Training Package 22/10/2015 DEFEXO005 Package explosives YES




Defence Training Package

Unit of Competency on Scope 050093 DEFEO302D Unpackage ammunition 21/10/2016 DEF

Defence Training Package 22/10/2015 DEFEXO006 Unpackage explosives YES



Vocational Engineering and Health Sciences HLT07

Health Training Package Qualification C3299 A C3299 A HLT31812 Certificate III in Dental Assisting 308 1 Year 08/06/2017 203 HLT Health 08/12/2015 HLT35015 Certificate III in Dental Assisting NO 03/05/16 22/06/2016 C3393 C3393 638 SET




Health Training Package Qualification C3299 A C3299A A HLT31812 Certificate III in Dental Assisting 308 1 Year 08/06/2017 203 HLT Health 08/12/2015 HLT35015 Certificate III in Dental Assisting NO 03/05/16 22/06/2016 C3393 C3393 638 SET




Health Training Package Qualification C3300 I C3300 I HLT32412 Certificate III in Allied Health Assistance 528 1 Year

NO ENROLMENTS‐NOW INACTIVE HLT Health 06/08/2015 11/11/2015 HLT33015

Certificate III in Allied Health Assistance NO




Health Training Package Qualification C4318 A C4318 A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375 720 SET




Health Training Package Qualification C4318 A C4318 A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375A 720 SET




Health Training Package Qualification C4318 A C4318 A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375F 720 SET




Health Training Package Qualification C4318 A C4318 A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375S 720 SET




Health Training Package Qualification C4318 A C4318A A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375 720 SET




Health Training Package Qualification C4318 A C4318A A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375A 720 SET




Health Training Package Qualification C4318 A C4318A A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375F 720 SET




Health Training Package Qualification C4318 A C4318A A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375S 720 SET




Health Training Package Qualification C4318 A C4318F A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375 720 SET




Health Training Package Qualification C4318 A C4318F A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375A 720 SET




Health Training Package Qualification C4318 A C4318F A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375F 720 SET




Health Training Package Qualification C4318 A C4318F A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375S 720 SET




Health Training Package Qualification C4318 A C4318S A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375 720 SET




Health Training Package Qualification C4318 A C4318S A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375A 720 SET




Health Training Package Qualification C4318 A C4318S A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375F 720 SET




Health Training Package Qualification C4318 A C4318S A HLT43512 Certificate IV in Optical Dispensing 999 18 Months 05/08/2016 4 HLT Health 06/08/2015 11/11/2015 HLT47815 Certificate IV in Optical Dispensing NO 29/10/2015 C4375 C4375S 720 SET




Health Training Package Qualification C4319 A C4319 A HLT40312

Certificate IV in Massage Therapy Practice 720 6 Months 05/08/2016 HLT Health 05/08/2016 11/11/2015 HLT42015 Certificate IV in Massage Therapy NO 18/03/16 13/04/2016 C4383 C4383 878 SET




Health Training Package Qualification C4320 A C4320 A HLT43012 Certificate IV in Dental Assisting 250 1 Year 08/06/2017 42 HLT Health 08/12/2015 HLT45015 Certificate IV in Dental Assisting NO 03/05/16 15/09/2016 C4385 C4385 490 SET




Health Training Package Qualification C4320 A C4320D I HLT43012 Certificate IV in Dental Assisting 250 1 Year 08/06/2017 42 HLT Health 08/12/2015 HLT45015 Certificate IV in Dental Assisting NO 03/05/16 15/09/2016 C4385 C4385 490 SET




Health Training Package Qualification C4320 A C4320DHSV I HLT43012 Certificate IV in Dental Assisting 250 1 Year 08/06/2017 42 HLT Health 08/12/2015 HLT45015 Certificate IV in Dental Assisting NO 03/05/16 15/09/2016 C4385 C4385 490 SET




Health Training Package Qualification C4321 A C4321 A HLT42512 Certificate IV in Allied Health Assistance 898 1 Year 05/08/2016 HLT Health 05/08/2016 11/11/2015 HLT43015

Certificate IV in Allied Health Assistance NO 21/08/15 29/10/2015 C4367 C4367 1050 SET




Health Training Package Qualification C4321 A C4321A A HLT42512 Certificate IV in Allied Health Assistance 898 1 Year 05/08/2016 HLT Health 05/08/2016 11/11/2015 HLT43015

Certificate IV in Allied Health Assistance NO 21/08/15 29/10/2015 C4367 C4367 1050 SET




Health Training Package Qualification C4356 A C4356 A HLT43012 Certificate IV in Dental Assisting 910 1 Year 08/06/2017 15 HLT Health 08/12/2015 HLT45015 Certificate IV in Dental Assisting NO 03/05/16 15/09/2016 C4385 C4385 490 SET




Health Training Package Qualification C5207 A C5207 A HLT50307 Diploma of Remedial Massage 1020 1 Year 05/08/2016 18 HLT Health 06/08/2015 11/11/2015 HLT52015 Diploma of Remedial Massage NO 29/10/2015 C5357 C5357 1763 SET




Health Training Package Qualification C5207 A C5207A A HLT50307 Diploma of Remedial Massage 1020 1 Year 05/08/2016 18 HLT Health 06/08/2015 11/11/2015 HLT52015 Diploma of Remedial Massage NO 29/10/2015 C5357 C5357 1763 SET




Health Training Package Qualification C5207 A C5207B A HLT50307 Diploma of Remedial Massage 1020 1 Year 05/08/2016 18 HLT Health 06/08/2015 11/11/2015 HLT52015 Diploma of Remedial Massage NO 29/10/2015 C5357 C5357 1763 SET




Health Training Package Qualification C5312 A C5312 A HLT50512 Diploma of Dental Technology 983 3 Years 08/06/2017 61 HLT Health 08/12/2015 HLT55115 Diploma of Dental Technology NO 25/08/16 C5373 C5373 1234 SET




Health Training Package Qualification C5313 A C5313 A HLT51612

Diploma of Nursing (Enrolled‐Division 2 Nursing) 078613D 1368 2 Years 30/06/2018 412 HLT Health 08/12/2015 HLT54115 Diploma of Nursing NO 03/05/16 2/08/2016 C5365 C5365 1725 SET




Health Training Package Qualification C5313 A C5313AHPRA A HLT51612

Diploma of Nursing (Enrolled‐Division 2 Nursing) 078613D 1368 2 Years 30/06/2018 412 HLT Health 08/12/2015 HLT54115 Diploma of Nursing NO 03/05/16 2/08/2016 C5365 C5365 1725 SET




Health Training Package Qualification C5313 A C5313GAP A HLT51612

Diploma of Nursing (Enrolled‐Division 2 Nursing) 1368 2 Years 30/06/2018 412 HLT Health 08/12/2015 HLT54115 Diploma of Nursing NO 03/05/16 2/08/2016 C5365 C5365 1725 SET




Health Training Package Qualification C6123 A C6123 A HLT60412 Advanced Diploma of Dental Prosthetics 1118 3 Years 08/06/2017 32 HLT Health 08/12/2015 HLT65015

Advanced Diploma of Dental Prosthetics NO 12/08/16 25/08/2016 C6157 C6157 1610 SET




Health Training Package RMIT Skill Set S0036 I S0036 I 0037S0036 Apply Fluoride Varnish 25 Not Configured

NO ENROLMENTS‐NOW INACTIVE HLT Health 06/08/2015 11/11/2015 Skill Set Skill Set





Health Training Package RMIT Skill Set S0055 A S0055 A 0037S0055

Construct and Insert an Implant Overdenture 75 Not Configured 05/08/2016 13 HLT Health 06/08/2015 11/11/2015 Skill Set Skill Set





Health Training Package RMIT Skill Set S0056 A S0056 A 0037S0056 Partial Denture Bridging Course 470 Not Configured 08/06/2017 HLT Health 08/12/2015 11/11/2015 Skill Set Skill Set





Health Training Package RMIT Skill Set S0085 A S0085 A 0037S0085 DHSV Skill Set 190 Not Configured 05/08/2016 HLT Health 06/08/2015 11/11/2015 Skill Set Skill Set





Health Training Package RMIT Skill Set S0093 A S0093 A 0037S0093 Dental Assisting Radiography 300 Not Configured 08/06/2017 HLT Health 08/12/2015 11/11/2015 Skill Set Skill Set



17

College School


RMIT Program code



Program Duration


Enrolled in Program


Package Code


Title

Training Package




Equivalent?

Notice of Intent



New RMIT Plan code






Health Training Package RMIT Skill Set S0094 A S0094 A 0037S0094 Dental Assisting Oral 590 Not Configured 08/06/2017 HLT Health 08/12/2015 11/11/2015 Skill Set Skill Set





Health Training Package

Unit of Competency on Scope 047412 HLTIN301C

Comply with infection control policies and procedures 05/08/2016 HLT Health 06/08/2015 11/11/2015 HLTINF001

Comply with infection prevention and control policies and procedures NO





Unit of Competency on Scope 047741 HLTIN301C

Comply with infection control policies and procedures 05/08/2016 HLT Health 06/08/2015 11/11/2015 HLTINF001

Comply with infection prevention and control policies and procedures NO





Unit of Competency on Scope 048662 HLTHIR301C

Communicate and work effectively in health 05/08/2016 CHC Community Services 08/12/2015 CHCCOM005

Communicate and work in health or community servic NO





Unit of Competency on Scope 050079 HLTOHC408B Apply fluoride varnish 05/08/2016 HLT Health 06/08/2015 HLTOHC006 Apply fluoride varnish NO



Vocational Engineering and Health Sciences ICA11

Information and Communications Qualification C4299 I C4299 I ICA40411

Certificate IV in Information Technology Networking 690 2 Years

NO ENROLMENTS‐NOW INACTIVE ICT

Information and Communications 25/03/2015 20/05/2015 ICT40415

Certificate IV in Information Technology Networking YES 5/10/2015 C4378 C4378 820 SET



Vocational Engineering and Health Sciences ICA11

Information and Communications Qualification C5306 I C5306 I ICA50411

Diploma of Information Technology Networking 595 2 Years

NO ENROLMENTS‐NOW INACTIVE ICT

Information and Communications 25/03/2015 20/05/2015 ICT50415

Diploma of Information Technology Networking YES



Vocational Engineering and Health Sciences ICT10

Integrated Telecommunications Qualification C2220 A C2220 A ICT20313

Certificate II in Telecommunications Cabling 525 6 Months 15/07/2017 18 ICT

Information and Communications 14/01/2016 ICT20315

Certificate II in Telecommunications Technology NO 16/05/2016 C2224 C2224 575 SET



Vocational Engineering and Health Sciences ICT10

Integrated Telecommunications Qualification C4353 A C4353 A ICT40613

Certificate IV in Telecommunications Networks Technology 1050 1 Year 15/07/2017 13 ICT

Information and Communications 14/01/2016 ICT41215

Certificate IV in Telecommunications Engineering NO 16/05/2016 C4387 C4387 700 SET



Vocational Engineering and Health Sciences MEA11

Aeroskills Training Package Qualification C3306 I C3306 I MEA30311

Certificate III in Aircraft Life Support and Furnishing 720 18 Months

NO ENROLMENTS‐NOW INACTIVE MEA

Aeroskills Training Package 12/02/2015 20/04/2015 MEA30315

Certificate III in Aircraft Life Support and Furnishing YES




Aeroskills Training Package Qualification C3306 I C3306AR I MEA30311








Aeroskills Training Package Qualification C3306 I C3306RF I MEA30311








Aeroskills Training Package Qualification C4331 A C4331 I MEA40711 Certificate IV in Aeroskills (Mechanical) 710 1 Year 11/02/2016 MEA


Certificate IV in Aeroskills (Mechanical) YES




Aeroskills Training Package Qualification C4331 A C4331AR A MEA40711 Certificate IV in Aeroskills (Mechanical) 710 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4331 A C4331ATT I MEA40711 Certificate IV in Aeroskills (Mechanical) 710 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4331 A C4331NY A MEA40711 Certificate IV in Aeroskills (Mechanical) 710 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4331 A C4331RF A MEA40711 Certificate IV in Aeroskills (Mechanical) 710 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4332 A C4332AR A MEA40611 Certificate IV in Aeroskills (Avionics) 630 1 Year 11/02/2016 MEA


Certificate IV in Aeroskills (Avionics) YES




Aeroskills Training Package Qualification C4332 A C4332ATT I MEA40611 Certificate IV in Aeroskills (Avionics) 630 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4332 A C4332NY A MEA40611 Certificate IV in Aeroskills (Avionics) 630 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4332 A C4332RF A MEA40611 Certificate IV in Aeroskills (Avionics) 630 1 Year 11/02/2016 MEA






Aeroskills Training Package Qualification C4333 I C4333AR I MEA41311 Certificate IV in Aeroskills (Structures) 1250 1 Year



Certificate IV in Aeroskills (Structures) YES




Aeroskills Training Package Qualification C4333 I C4333ATT I MEA41311 Certificate IV in Aeroskills (Structures) 1250 1 Year







Aeroskills Training Package Qualification C4333 I C4333NY I MEA41311 Certificate IV in Aeroskills (Structures) 1250 1 Year







Aeroskills Training Package Qualification C4333 I C4333RF I MEA41311 Certificate IV in Aeroskills (Structures) 1250 1 Year








Certificate IV in Aircraft Life Support and Furnishing 1020 1 Year



Certificate IV in Aircraft Life Support and Furnishing YES




Aeroskills Training Package Qualification C4341 I C4341 I MEA41213 Certificate IV in Aeroskills (Armament) 1220 1 Year



Certificate IV in Aeroskills (Armament) YES




Aeroskills Training Package Qualification C4341 I C4341AR I MEA41213 Certificate IV in Aeroskills (Armament) 1220 1 Year



Certificate IV in Aeroskills (Armament) YES





Diploma of Aviation Maintenance Management (Avionics) 1140 1 Year



Diploma of Aviation Maintenance Management (Avionics) YES 28/09/2015 C5355 C5355 640 SET




Aeroskills Training Package Qualification C5303 I C5303ADF I MEA50311

Diploma of Aviation Maintenance Management (Avionics) 1140 1 Year



Diploma of Aviation Maintenance Management (Avionics) YES 28/09/2015 C5355 C5355 640 SET





Diploma of Aviation Maintenance Management (Mechanical) 1240 1 Year



Diploma of Aviation Maintenance Management (Mechanical) YES 28/09/2015 C5356 C5356 700 SET




Aeroskills Training Package Qualification C5304 I C5304ADF I MEA50411

Diploma of Aviation Maintenance Management (Mechanical) 1240 1 Year



Diploma of Aviation Maintenance Management (Mechanical) YES 28/09/2015 C5356 C5356 700 SET




Aeroskills Training Package RMIT Skill Set S0059 I S0059 I 0037S0059 Aircraft Repair 140 Not Configured


Aeroskills Training Package 12/02/2015 20/04/2015 Skill Set Skill Set





Aeroskills Training Package RMIT Skill Set S0060 I S0060 I 0037S0060 Aircraft Welding 200 Not Configured







Aeroskills Training Package RMIT Skill Set S0064 A S0064 A 0037S0064 ADF Skill Set 1‐05 Avionics 760 Not Configured MEA






Aeroskills Training Package RMIT Skill Set S0065 A S0065 A 0037S0065 ADF Skill Set 2‐05 Mechanical 620 Not Configured MEA






Aeroskills Training Package RMIT Skill Set S0066 A S0066 A 0037S0066 ADF Skill Set 3‐06 Mechanical 640 Not Configured MEA






Aeroskills Training Package RMIT Skill Set S0067 A S0067 A 0037S0067 ADF Skill Set 4‐06 Avionics 500 Not Configured MEA






Aeroskills Training Package RMIT Skill Set S0070 A S0070 A 0037S0070 ADF PMKeyS ‐ 213397 RAAF AVTECH 144 Not Configured 28/02/2017 MEA






Aeroskills Training Package RMIT Skill Set S0071 A S0071 A 0037S0071 ADF PMKeyS ‐ 213398 ARMY AVTECH 184 Not Configured 28/02/2017 MEA






Aeroskills Training Package RMIT Skill Set S0072 A S0072 A 0037S0072

ADF PMKeyS ‐ 213399 NAVY AVIATION TECH 144 Not Configured 28/02/2017 MEA







ADF PMKeyS ‐ 213401 ARMTECH Ordinance Systems ‐ DEOTS 40 Not Configured 28/02/2017 MEA







ADF PMKeyS ‐ 213409 AIR FORCE AIRCRAFT TECHNICIAN 364 Not Configured 28/02/2017 MEA







ADF PMKeyS ‐ 213410 ARMY AIRCRAFT TECHNICIAN 664 Not Configured 28/02/2017 MEA







ADF PMKeyS ‐ 213411 NAVY AVIATION TECHNICIAN AIRCRAFT 544 Not Configured 28/02/2017 MEA







ADF PMKeyS‐213414 AIRCRAFT STRUCTURAL FITTER COMMON 144 Not Configured 28/02/2017 MEA







ADF PMKeyS‐213415 ARMY AIRCRAFT STRUCTURAL FITTER 144 Not Configured 28/02/2017 MEA







ADF PMKeyS ‐ 213418 AIRCRAFT LIFE SUPPORT COMMON 160 Not Configured 28/02/2017 MEA







ADF PMKeyS ‐ 213418 AIR FORCE AIRCRAFT LIFE SUPPORT FITTER 160 Not Configured 28/02/2017 MEA






Aeroskills Training Package

Unit of Competency on Scope 045123 MEA406B

Repair/modify aircraft non‐primary structural sheetmetal components 11/02/2016 MEA


Repair/modify aircraft non‐primary structural shee YES





Unit of Competency on Scope 045124 MEA407B

Repair/modify aircraft non‐primary structural non‐metallic components 11/02/2016 MEA


Repair/modify aircraft non‐primary structural non‐ YES





Unit of Competency on Scope 049939 MEA431A Braze weld aircraft components 11/02/2016 MEA

Aeroskills Training Package 12/02/2015 20/04/2015 MEA431 Braze weld aircraft components YES





Unit of Competency on Scope 049940 MEA432A

Weld aircraft components using the gas tungsten arc welding process 11/02/2016 MEA


Weld aircraft components using the gas tungsten arc welding process YES






Weld aircraft components using the gas metal arc welding process 11/02/2016 MEA


Weld aircraft components using the gas metal arc welding process YES






Weld aircraft components using the plasma arc welding process 11/02/2016 MEA


Weld aircraft components using the plasma arc welding process YES






Weld aircraft components using the manual metal arc welding process 11/02/2016 MEA

Aeroskills Training Package 12/02/2015 20/04/2015 MEA430 Gas weld aircraft components YES






Weld aircraft components using the manual metal arc welding process 11/02/2016 MEA


Weld aircraft components using the manual metal arc welding process YES



Vocational Engineering and Health Sciences MSL09

Laboratory Operations Training Package Qualification C5282 A C5282 A MSL50109

Diploma of Laboratory Technology (Biotechnology) 073063C 1600 2 Years 31/08/2017 60 MSL

Laboratory Operations 01/03/2016 MSL50116 Diploma of Laboratory Technology YES 04/03/16 14/09/2016 C5362 C5362 1630 SET





Diploma of Laboratory Technology (Biotechnology) 073063C 1600 2 Years 31/08/2017 60 MSL






Diploma of Laboratory Technology (Pathology Testing) 073062D 1610 2 Years 31/08/2017 56 MSL






Diploma of Laboratory Technology (Pathology Testing) 073062D 1610 2 Years 31/08/2017 56 MSL




Vocational Engineering and Health Sciences TDT02





18

Programs in this list reach transition end during semester 1 2016 and do not yet have a replacement program in SAMS (This may not apply to Skill Sets, Colleges will need to check the units individually)

CollegeSchool Code Prog Code Plan Code National ID Program Description

Training Package Code

Transition End

Current Enrolments Program

Current Enrolments Plan

Discontinuance

receivedReplacement

Code Replacement NameIs

Equivalent?Replacement Program

StatusDesign and Social Context 365T C0045 C0045 CHC70208

Graduate Certificate in Community Services Practice (Client assessment and case CHC08 05/08/2016 CHC82015



Design and Social Context 365T C5247 C5247 CHC50708 Diploma of Community Development CHC08 05/08/2016 1 CHC52115 Diploma of Community Development NO


Design and Social Context 365T C5247 C5247A CHC50708 Diploma of Community Development CHC08 05/08/2016 1 3 CHC52115 Diploma of Community Development NO


Design and Social Context 365T S0008 S0008 0037S0008 First Aid HLT07 05/08/2016 17


Design and Social Context 365T S0008 S0008A 0037S0008 First Aid HLT07 05/08/2016 17 4


Design and Social Context 365T S0012 S0012 0037S0012 Alcohol and other drugs skill set CHC08 05/08/2016 CHCSS00093 Alcohol and Other Drugs Skill Set NO


Design and Social Context 365T S0012 S0012A 0037S0012 Alcohol and other drugs skill set CHC08 05/08/2016 CHCSS00093 Alcohol and Other Drugs Skill Set NO


Design and Social Context 365T S0063 S0063 CHCSS00052 Problem Gambling CHC08 05/08/2016 CHCSS00111 Problem Gambling Skill Set NO


Science, Engineering and Health 174T C4331 C4331 MEA40711 Certificate IV in Aeroskills (Mechanical) MEA11 11/02/2016 MEA40715 Certificate IV in Aeroskills (Mechanical) YES


Science, Engineering and Health 174T C4331 C4331AR MEA40711 Certificate IV in Aeroskills (Mechanical) MEA11 11/02/2016 31 MEA40715 Certificate IV in Aeroskills (Mechanical) YES


Science, Engineering and Health 174T C4331 C4331ATT MEA40711 Certificate IV in Aeroskills (Mechanical) MEA11 11/02/2016 MEA40715 Certificate IV in Aeroskills (Mechanical) YES


Science, Engineering and Health 174T C4331 C4331NY MEA40711 Certificate IV in Aeroskills (Mechanical) MEA11 11/02/2016 36 MEA40715 Certificate IV in Aeroskills (Mechanical) YES


Science, Engineering and Health 174T C4331 C4331RF MEA40711 Certificate IV in Aeroskills (Mechanical) MEA11 11/02/2016 50 MEA40715 Certificate IV in Aeroskills (Mechanical) YES


Science, Engineering and Health 174T C4332 C4332AR MEA40611 Certificate IV in Aeroskills (Avionics) MEA11 11/02/2016 7 MEA40615 Certificate IV in Aeroskills (Avionics) YES


Science, Engineering and Health 174T C4332 C4332ATT MEA40611 Certificate IV in Aeroskills (Avionics) MEA11 11/02/2016 MEA40615 Certificate IV in Aeroskills (Avionics) YES


Science, Engineering and Health 174T C4332 C4332NY MEA40611 Certificate IV in Aeroskills (Avionics) MEA11 11/02/2016 MEA40615 Certificate IV in Aeroskills (Avionics) YES


Science, Engineering and Health 174T C4332 C4332RF MEA40611 Certificate IV in Aeroskills (Avionics) MEA11 11/02/2016 MEA40615 Certificate IV in Aeroskills (Avionics) YES


Science, Engineering and Health 174T S0031 S0031 0037S0031 OHS Skill Set 1 ‐ RIIERP BSB07 24/03/2016 2 Skill Set Skill Set


Science, Engineering and Health 174T S0055 S0055 0037S0055

Construct and Insert an Implant Overdenture HLT07 05/08/2016 13 10 Skill Set Skill Set


Science, Engineering and Health 174T S0068 S0068 0037S0068 Pack / Unpackage Ammunition DEF12 20/10/2016 Skill Set Skill Set YES


Science, Engineering and Health 174T S0085 S0085 0037S0085 DHSV Skill Set HLT07 05/08/2016 4 Skill Set Skill Set


19

of 2


TITLE Validation of the RMIT VE Assessment System

EXECUTIVE SUMMARY

Key Issues

An independent and external validation of RMIT’s assessment system used in vocational education and training was undertaken in 2016. The scope of the validation encompassed:

1) A review and validation of the existing RMIT Assessment System including approved policy, procedures, instructions and forms; and

2) A review and validation of the completed internal validation documentation and process across five qualifications:

o FNS50215 Diploma of Accounting

o FNS50615 Diploma of Financial Accounting

o FNS50615 Diploma of Financial Planning

o CHC43115 Certificate IV in Disabilities

o CHC33015 - Certificate III in Individual Support

The findings of the validation are outlined in the attached report. The following recommendations were made to improve assessment in vocational education programs:

Recommendation 1 - It is recommended that RMIT enhance the quality policy so that it captures the VET requirements dictated by the regulatory regimes of the VET Quality Framework.

Recommendation 2 - It is recommended that RMIT ensure assessment policies and procedures adequately reflect the VET requirements.

Recommendation 3 - It is recommended that RMIT develop a VET Assessment Procedure, which stipulates the VET specific components that need to be addressed in assessment.

Recommendation 4 - It is recommended that the RMIT VET Assessment Procedure be supported by a series of templates to gain consistency in the implementation of this procedure.

Recommendations

That Education Innovation and Quality Committee:

∑ note the findings of the external validation of RMIT’s vocational education assessment system; and

∑ note that the Engagement and Vocational Education Portfolio is working with key stakeholders to implement the recommendations identified through the validation.

Timing of Decisions

N/A

Further Information

N/A

20

of 2


This paper is not confidential. Communication regarding this paper is the responsibility of the Executive Director, Vocational Education.

REMAINDER OF PAPER


N/A


N/A


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

∑ Independent and External Validation of the RMIT VE Assessment System

Submitted by:

Name: Keith Cowlishaw

Title: Executive Director, Vocational Education


21

Independent and External Validation of the RMIT

VE Assessment System

Prepared by Bernadette DelaneyDelaney Associates Pty LtdSeptember, 2o16

22

Independent Validation of RMIT Assessment System Page 2 of 40

Contents

Executive Summary ...........................................................................................................3

1. Introduction .................................................................................................................41.1 Validation scope............................................................................................................... 41.2 Methodology...................................................................................................................... 4

2. Validation context ......................................................................................................42.1 RMIT ...................................................................................................................................... 42.2 Quality assurance ............................................................................................................ 52.3 Assessment system in VET ............................................................................................ 62.4 Implementation of VET assessment.......................................................................... 7

3. Findings and recommendations............................................................................73.1 Quality Assurance............................................................................................................. 73.2 RMIT VET Assessment System ..................................................................................... 8

Diagram 1 RTO VET assessment system components ....................................................93.3 Supporting documents..................................................................................................10

Training and Assessment Strategy...................................................................................................... 10Mapping document .................................................................................................................................... 11Assessment Tools........................................................................................................................................ 11TAFE RPL Form............................................................................................................................................ 11Validation forms .......................................................................................................................................... 11Staff matrix .................................................................................................................................................... 11

Appendix A Documentation reviewed .................................................................. 12

Appendix B Sample qualifications reviewed ..................................................... 24FNS50215 Diploma of Accounting .......................................................................................... 24FNS40615 Certificate IV Accounting ...................................................................................... 28FNS50615 Diploma of Financial Planning ........................................................................... 31CHC43115 Certificate IV in Disability .................................................................................... 35CHC33015 - Certificate III in Individual Support.............................................................. 39

Appendix C Mapping document .............................................................................. 40

23


Executive Summary

This report is an independent and external validation of RMIT’s assessment system used in the Vocational Education and Training (VET) programs. The RMIT assessment system is clearly articulated through policies and procedures accessible to staff and students on the website. This report outlines findings about the assessment system and makes recommendation for continuous improvement. The appendices provide a detailed analysis of the policies and procedures as well as the outcomes of validations for five qualifications.

These recommendations are made:

Recommendation 1It is recommended that RMIT enhance the quality policy so that it captures the VET requirements dictated by the regulatory regimes of the VET Quality Framework.

Recommendation 2It is recommended that RMIT ensure assessment policies and procedures adequately reflect the VET requirements.

Recommendation 3It is recommended that RMIT develop a VET Assessment Procedure, which stipulates the VET specific components that need to be addressed in assessment.

Recommendation 4It is recommended that the RMIT VET Assessment Procedure be supported by a series of templates to gain consistency in the implementation of this procedure.

24


1. Introduction1.1 Validation scope

This report provides an overview of an independent and external validation of the RMIT Vocational Education assessment system. Bernadette Delaney, who is an experienced researcher, training package specialist and auditor in the Vocational Education and Training (VET) sector, has undertaken this validation.

The scope of this validation process has covered two distinct areas:1) A review and validation of the existing RMIT Assessment System including approved policy, procedures, instructions and forms and2) A review and validation of the completed internal validation documentation and process across five qualifications:

o FNS50215 Diploma of Accountingo FNS50615 Diploma of Financial Accountingo FNS50615 Diploma of Financial Planningo CHC43115 Certificate IV in Disabilitieso CHC33015 - Certificate III in Individual Support

This has included reviewing validation documents, samples of student work, assessment tools and assessment judgements.

1.2 MethodologyThe methodology has consisted of three main stages:

∑ review of policies and documentation for the RMIT assessment system relevant to vocational education and training (VET) and identifying the strengths and areas for improvement in these processes

∑ examination of outcomes of validation sessions of five qualifications –completion of RMIT Validation Forms, assessment tools and sample of students work

∑ synthesis of findings and presenting recommendations in a report.

Appendix A Documentation reviewed provides a comprehensive review of policies, instructions and forms pertinent to VET assessment at RMIT.Appendix B Sample qualifications reviewed provides details and analysis of fivequalifications and a review of validation documents.

2. Validation context2.1 RMIT

RMIT University is one of the oldest universities in Australia with international and national delivery of programs on many campuses but primarily based in Melbourne, Victoria. In 2015 there were 83,000 students enrolled with approximately 15,179

25


students are undertaking Vocational education and training (VET) programs.1 There are seventeen schools grouped into three colleges. The Academic Board, established under the RMIT Act 2010, is responsible for recommending new programs, regulations and policy to Council and for establishing procedures related to both higher education and vocational education. The Academic Board has established the Vocational Education Committee.

The University has an international reputation for excellence in professional and vocational education, applied and innovative research, and engagement with the needs of industry and the community. Programs offered include postgraduate, undergraduate and vocational programs, enabling students to have the option of work-relevant pathways between vocational and higher education qualifications.

2.2 Quality assurance

RMIT has an organizational wide Quality Policy covering all activities in higher education and VET programs. Quality assurance, external regulation and compliance, in the RMIT quality policy are the responsibility of all organizationalareas and staff across the RMIT Group. Staff are responsible for meeting their specific responsibilities and accountabilities as identified in policies and procedures, role statements or position descriptions.

As a multi sector institution RMIT ‘s approach to quality is responsive to several key legislative frameworks and standards including:

∑ The Higher Education Support Act 2003 (cl 19 C The Quality Requirements) and related Guidelines

∑ The Higher Education Standards Framework 2011 made under the Tertiary Education Quality and Standards Agency Act 2011

∑ The VET Quality Framework and Standards for Registered Training Organisations (RTOs) 2015 made under the National Vocational Education and Training Regulator Act 2011

∑ The National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students made under the Education Services for Overseas Students Act 2000

∑ The Australian Qualifications Framework 2013∑ Contractual requirements under the Victorian Training Guarantee

Quality processes related to education and training are increasingly linked to funding at the state level and driven by the Victorian Training Guarantee Quality Charter. This Charter emphasizes many of the quality measures that are in the regulatory standards.

1 RMIT Annual Report, 2015.

26

http://rmit.edu.au/browse%3BID=wh1y8974us16


2.3 Assessment system in VET

According to the Standards for Registered Training Organisations (RTOs) 2015 an assessment system is defined as:

Assessment system is a coordinated set of documented policies and procedures (including assessment materials and tools) that ensure assessments are consistent and are based on the Principles of Assessment contained in Table 1.8-1 and the Rules of Evidence contained in Table 1.8-2.

An assessment system in a VET educational institution includes:∑ policies and procedures on planning, developing conducting of

assessment ∑ suitability and ongoing professional development of assessors ∑ procedures relating to record-keeping and storage arrangements and to

the issuing of qualifications ∑ resources to support the assessors, candidates and assessments ∑ quality management and evaluation systems.2

The SRTOs2015 regulatory standards guide the quality and implementation of an assessment system by emphasizing the importance of:

∑ consistency of assessment strategies and practices with training packages and curriculum ( clause 1.1, 1.8)

∑ appropriate resources (human, support services, learning, facilities) that are consistent with assessment strategies (clause 1.3)

∑ Industry relevance and consultation about assessment strategies andassessor currency and skills ( clause 1.4)

∑ conducting assessment according to the Principles of Assessment contained in Table 1.8-1 and the Rules of Evidence (clause 1.8)

∑ recognition of prior learning (RPL) as a form of assessment (clauses 1.8, 1.12)

∑ validation (clauses 1.9 -1.11, 1.25)∑ appropriately qualified assessors ( clauses 1.13 -1.16)

Assessment in the VET sector has unique requirements as it is expected that:∑ prescriptive rules about the collection of evidence and the principles of

assessment guide the design and conduct of the assessment process∑ graduates of VET programs have the required competencies for a job role

and there is national consistency across the qualification in the quality of assessment

2 DETYA (2001) Quality assurance guide for assessment p12

27


∑ assessment meets the standard set by industry, as reflected in the training package and industry consultation and

∑ trainers and assessors have the capability to assess appropriately.3

2.4 Implementation of VET assessment

Assessment has been at the forefront of VET policy debates for governments, training providers and industry stakeholders. The VET system is industry driven with high expectations from employers about the types of skills graduates will possess and the assessment system is integrally bound up with these expectations.

The quality of assessment in VET is also an ongoing concern of regulatory and funding bodies.4 These concerns encompass a range of factors such as the validity of assessment; the appropriate design of assessment tools and related strategies; the adequacy of practical assessment tasks to demonstrate skills and applied knowledge and the skills of assessors to design and conduct assessment. Such is the concern that both commonwealth and state bodies rigorously audit assessment systems and individual course assessment strategies, tools and methods.

In contrast, assessment in higher education is based on professional judgement and individual approaches from academic teachers. It does not have a prescriptiveapproach based on industry standards, training packages and conditions under which assessment can be conducted.

3. Findings and recommendations3.1 Quality AssuranceRMIT has a suite of policies and procedures that guide the assessment system. Underlying the assessment system is an approach to quality which references the VET Quality Framework and Standards for Registered Training Organisations (RTOs) 2015 and The Australian Qualifications Framework 2013 which are both pertinent to the quality of VET assessment.

The quality policy refers to reviews and compliance but does not explicitly indicate provisions that need to occur in VET programs to ensure quality and compliance. There were indications in the independent validation through the qualifications sampled that the approach to the quality of assessment in VET programs could improve in its implementation.

3 Australian Department of Education & Training (2016) Quality of Assessment in VET Discussion Paper Canberra.Victorian Department of Education (2015) VET Funding Review p54 Australian Department of Education & Training (2016) Quality of Assessment in VET Discussion Paper Canberra.Victorian Department of Education (2015) VET Funding Review.

28


Recommendation 1It is recommended that RMIT enhance the quality policy so that it captures the VET requirements dictated by the regulatory regimes of the VET Quality Framework.

Program and course approval and review processes meet formal internal and external audit requirements. The quality of programs and courses at RMIT are managed from the planning stage through to the review stage via the Program and course life-cycle policy.

All program components, including assessment, are developed and reviewed in consultation with relevant stakeholders through Program Advisory Committees. These are particularly important in the VET sector to ensure ongoing, substantial and realistic feedback on assessment strategies, methods and practices.

3.2 RMIT VET Assessment SystemThe RMIT assessment system is clearly articulated through policies and proceduresaccessible to staff and students on the website. RMIT has a university wide assessment policy. This main assessment policy is supported by procedures and instructions, relevant to VET as listed below:

∑ Assessment policyo Assessment: course assessment committees and program

assessment boards procedureo Assessment: adjustments to assessment procedureo Assessment – conduct of assessment and appeals procedureo Assessment moderation and validation procedureo Moderation of assessment – higher education and vocational

education and training instructiono Recognition of Prior Learning and Recognition of current

competency procedureso VET Recognition of Prior Learning assessment instructiono Credit at RMIT

These policies and procedures clearly identify guiding principles, related procedures and staff responsibilities and provide high-level guidance about assessment. However, even when referencing VET, assessment policies and procedures often stress an ‘academic ‘ approach to assessment and did not sufficiently include VET specific concerns. In the Assessment policy for example, the term “Assessment principles” has a different, recognised meaning in the VET sector, which could cause confusion. Course Assessment Committees and Program Assessment Boards procedures and instructions require an increased emphasis on VET requirements.Appendix A provides some guidance on suggested changes.

29


Recommendation 2It is recommended that RMIT ensure assessment policies and procedures adequately reflect the VET requirements.

As indicated above, the VET system dictates a much more prescriptive approach to assessment. In an organisation consistency with the VET Assessment system has to be explicitly established through a process of:

∑ following organisational policies and procedures∑ interpreting a training package∑ devising an assessment strategy & industry consultation∑ Identifying appropriate resources, including trained and qualified

assessors∑ devising appropriately constructed assessment tools∑ administering assessment tools according to prescribed conditions∑ moderation and validation∑ professional development∑ retaining evidence of assessment outcomes and student work∑ recording results.

The diagram below captures these components.

Diagram 1 RTO VET assessment system components

VET assessment

system

Policy Procedures

& instructions Training package

& curriculum specifications

Assessment strategy/indust

ry input

Assessment tools &

templates

Professional development

Conditions & resources for

conducting assessment

Retention & results

Validation & review

Moderation

Good practice promoted

30


Assessment in the VET sector is significantly different from the higher education sector with its emphasis on the demonstration of competency and the strict adherence to training packages standards. There are a multitude of processes that need to be understood and applied by assessors and these require a significant skill level. The development and conducting of assessment by assessors is expected to consider questions of the validity, sufficiency, currency and authenticity of the evidence they are using5. All of this means that there are prescriptive ways to implement assessment in VET which is spelt out in broad terms in the standards but requires individual RTOs to support the implementation of their own assessment system through consistent advice and assistance.

Recommendation 3It is recommended that RMIT develop a VET Assessment Procedure, which stipulates the VET specific components that need to be addressed in assessment.

3.3 Supporting documentsThis independent validation has found that assessment support resources need to be reviewed and further developed to improve consistency across VET programsand accessibility for teachers. Many sample documents presented were not of a good quality in terms of presentation and accessibility. The assessment tools did not consistently and comprehensively meet the principles of assessment and the rules of evidence. The majority of assessments did not have clearly established and communicated criteria for identifying acceptable performance. All of the assessments could improve the instructions to the student and the assessor about the purpose and requirements of assessment tasks. Generally, the tasks themselves were clearly written. In several examples, the rules of evidence were not met, as the assessment methods used would not result in sufficient evidence to determine competence.

Supporting documents for assessment from the planning stage to the recording stage should be reviewed or developed in line with comments in Appendix A as well as including:

Training and Assessment Strategy This document is not easily accessible for either an auditor or as a teacher’s planning tool. It is repetitive and needs to be more succinct with a logical structure such as qualification overview, program resources, program delivery and assessment and program review. The strategy, methods and scheduling of assessment needs to be represented in a clear format on this document. Industry input into assessment also should be recorded.

5 Halliday-Wynes, S & Misko J (2012) Assessment issues in VET: minimising the level of risk NCVER

31


Mapping documentA mapping template for assessment that maps the tasks and methods to the unit can be beneficial to check the sufficiency of unit coverage. There was little evidence in the validation samples of including Foundation Skills in mapping. These skills are not emphasised at the moment but it is highly likely they will be in the future. Refer Appendix C for a sample mapping approach.

Assessment ToolsThere are no templates to guide assessors on how to construct and present a compliant assessment tool. This independent evaluation demonstrated that assessment tools are not well set out and would benefit from better structure and guidance.

TAFE RPL FormIn this independent evaluation, RPL tools and processes were not of a satisfactory quality, which suggests further guidance is required for the assessors to develop appropriate procedures, processes and tools. Templates could include and a RPL application form and a RPL assessment tool template.

Validation formsTemplates have been developed for the validation process. Further questions on the suitability of the assessment tools and whether sufficient evidence is gathered would strengthen these templates.

Staff matrixThe current staff matrix is not easily accessible and needs better structure and guidelines to encourage staff to demonstrate their qualification, experience and ongoing professional development more adequately and to provide evidence that they are appropriate assessors.

Recommendation 4It is recommended that the RMIT VET Assessment Procedure be supported by a series of templates to gain consistency in the implementation of this procedure.

32


Appendix A Documentation reviewedDocument Strengths Proposed improvements1. Assessment Policy V1.0 Organisational wide policy.

Emphasizes the importance of diagnostic, formative & summative assessment –important in the VET sector.Outlines clearly important principles in relation to assessment.Emphasizes the role of assessment in the learning experience1.2 Assessment feedback is used to enable and enhance student learning1.3 c refers to industry input to assessment2. Responsibilities in relation to assessment clearly assigned to staff.Supporting procedures and instructionsDefinitionsIncludes version and dateIncludes approving authority

Assessment PrinciplesPolicy provision 1. The term “Assessment principles” have a different recognised meaning in the VET sector which could be confusing with assessment principles hereProgram Advisory CommitteesThese are important in VET by gaining industry input into assessment.

Gaps These points should be added to the Assessment Policy to ensure VET relevance:

∑ Assessment is integral to the issuing of Australian Qualification Framework qualifications

∑ Assessment is derived from curriculum and training packages and this should be made explicit as it is so fundamental in VET to follow qualification & training package requirements

∑ Assessment (in VET) is mapped to the Assessment Requirements and Units of Competency of Training Packages or accredited curriculum (1.1)

∑ Refers to but does not use the VET term ‘reasonable adjustment’ (1.6 d)

∑ Definition of training packages could identify components especially ‘assessment requirements’.

∑ Does not define evidence

33


Document Strengths Proposed improvements∑ Does not refer to VET Principles of assessment∑ Does not stress the qualification of assessors∑ Industry input to be added.

2. Assessment: adjustments to assessment procedure

Good mechanism to determine those eligible for reasonable adjustmentUse of Course Assessment Committees for supplementary assessmentsManagement by Disability Liaison Unit.Clear mechanisms outlined

Competency Based AssessmentConsideration could be given to indicate VET Assessment allows competence based assessment to be not limited- 1.3.1 failed to demonstrate competency in an assessment in a competency-based VET program and the Training Package requires that students be given further opportunities to demonstrate competency.

3. Assessment – conduct of assessment and appeals procedure

Role of Course Assessment Committees is positive

Clear & detailed procedure on Appeals to be followed.

1.1.4 Assessment of nationally endorsed and state accredited Vocational Education and Training courses is consistent with the requirements of the Australian Skills Quality Authority and the standards for National Vocational Education and Training Regulator Registered Training Organisations - suggested correction Standards for Registered Training Organisations (RTOs) 2015 relevant to the National Vocational Education and Training Regulator Act 2011.1.1.15 Should include Licensing Bodies due to their relevance in

VET3.4 Retention of assessment items needs to be more specific for VET under VTG Contract & SRTOs2015

4. Assessment: course assessment committees and program assessment

Very beneficial to have a committee structure in a quality framework.Responsibilities for committees clearly explained.

Course Assessment CommitteesIntent: Refers to academic standards, which does not adequately describe the VET environment.Terms of Reference focus on administration, results, grades &

34


Document Strengths Proposed improvementsboards procedure Program Assessment Boards

Review of student progress & student risk is beneficial

other data. There is no reference to the quality and regulation of the assessment design, process and outcomes which are integral to the VET environment.Program Assessment BoardsTerms of Reference focuses on academic progress, which is not relevant to VET students. Refers to ‘academic performance’.

5. Course assessment committee instruction

Outlines in details operational aspects –results; review of marks and grades; quality processes for examinations; prizes and results.Clear procedures for organisation & conduct of meetings

The assessment committee role is higher education focussed and does not cover VET specific concerns, that could be addressed by a Course Assessment Committee (Procedure: “course assessment committees are established to monitor, manage and approve the assessment and student outcomes in individual courses”) such as industry and expert input into assessment strategies; effective ways to conduct competency based assessment; resources for the effective conduct of competency based assessment (staff, facilities, equipment) and contextual issues impacting on assessment arrangements (eg workplace and online assessment).

6. Program assessment board instruction

Provides detail on monitoring unsatisfactory progress.Provides details including an action plan for students at risk.

Refers to census dates but no reference to similar important dates for VET students such as the impact on VTG eligibility if course completed.

7. Assessment moderation and validation procedure

Intent refers to Assessment Policy, Quality Assurance System, principles of assessment and rules of evidence & compliance.The definition of validation from the SRTOs2015 is covered.

2.1 Validation definition to include checking assessment system.2.6 Needs to include VET assessment & relationship to training products 2.7 (g) needs to refer to unit of competency and assessment requirements rather than ‘ stated outcomes’

35


Document Strengths Proposed improvements

SRTOs2015 the Intent & Objectives covered

2.5 Frequency of validation (1.10)

To be consistent with SRTOs2015 the Intent & Objectives need to incorporateReference to validation of ‘training products’ (1.9)The validation of assessment practices & judgements (1.9)A plan for ongoing systematic validation (1.9)Suitability of personnel undertaking validation (1.11)Independent validation of TAE qualifications (1.25)

2.4 refer to ‘reasonable adjustment’ in a context not usually assigned in VET, where reasonable adjustment has a different meaning.2.4 should include assessment system & practice in VET2.4 should include principles of assessment are apparent in the assessment tool design and administration2.7 should include reference to competency mapping; decision making rules; conditions; resources; reasonable adjustment for fairness & flexibility;

8. Moderation of assessment

Offers good advice on staff responsibilities, consistency of assessment advice (Assessment tasks will conform to the assessment schedule published in Part B of the Course Guide)

Appropriate advice in 2.2 for VET referenceto “or VET nationally recognised qualification equivalent, as appropriate”.

3(c) Importance of marking criteria relevant

Minimum Resources For moderation in VET samples of completed and marked work as well as the assessment tool would be necessary resources.

Re 2.2 in relation to advice about VET - reference to “or VET nationally recognised qualification equivalent, as appropriate” –this could be expanded so that it refers to where assessment tasks for a qualification are documented for VET assessors & students.

3(a) initial review and discussion must incorporate competency-

36


Document Strengths Proposed improvementsto VET

Advice on documentation & reporting of moderation as well as implementing improvements via moderation is importantin the assessment system.

based assessment for VET- not learning outcomes.3 (d) must incorporate VET competency outcomes as well as grades.

9. Validation of assessment instruction180816

Includes VET assessment practices and judgements, which relates directly to SRTOs2015, which is good, but this is not referenced.

This includes the definition from SRTO2015 but does not reference it

9.VET Validation Checklist Part A Cover Sheet

Clear form that provides good advice for the process of validation.Lists hints & tips for validation.

Should be Named – Assessment Validation ChecklistProgram / Skill Set National Code – incorrect terminology should be skill set /qualificationDo not separate code & tile of units of competencyLead validator & team to include title, place of employment (to distinguish externals)Has signature but it is not indicated who signsInclude date validation startedWhat is the process to confirm, “Appropriate Qualifications held by Validation Team”?

9. VET Validation Part BPreparation Checklist

Good section on rationaleGood section on sampling

Refer to assessment validationRPL information would be separate from assessment tool information (3)Mapping between the Assessment Task and the Unit/s of Competency needs to refer to Assessment Requirementswhich are now distinct from Unit of Competency

37


Document Strengths Proposed improvementsDelete Critical Aspects of Evidence this is not relevant.RPL Assessment Tasks should be toolThe list of requirements needs to be checked.

9. VET Validation Part C Assessment Tool Validation Checklist

Provides a clear list of aspects to look for in an assessment tool

Suggestions to strengthen Form C:Page 1

1. An instruction about the detail validators should provide.

2. Name of the qualification.3. Whether the assessment task is for an entire unit of

competency or part thereof4. A consideration of the assessment in the context of the

AQF level of the qualification and the industry expectations of the graduate.

5. A consideration of foundation skills reflected in the assessment tasks.

6. Should use a heading - Assessment Requirements(recognising their importance in the newly structured units of competency)

Page 2 7. Assessment methods should reflect the job tasks.8. Before the assessment task is reviewed they should look

at the assessment mapping document (Mapping between the Assessment Task and the Unit/s of Competency (Assessment Matrix)

Page 3 Student Information9. Include first “ A clear statement of the task to be

undertaken”10. Ordering of the tasks? – needs to come after the

38


Document Strengths Proposed improvementsstatement of the task

11. Details on what the assessment is assessing so that the student clearly understands

12. How students will be assessed satisfactory or not satisfactory- clearly stated assessment criteria

13. Use the term “decision making rules” (3.6)Page 4 Assessor Information

14. Information for the assessor could also include:instructions on what the assessor has to say or does to get the candidate to perform the task in a consistent manner (e.g., a listing of questions to be asked by the assessor).

15. Marking Guide / Decision making rules / model answers?Should also include performance assessment/ product assessment checklists

Other additions16. Questions to check the validity of the evidence gathered

by the assessment tool/ assessment tasks17. Questions to check the reliability of the assessment tool/

assessment tasks9. VET Validation Part D Simple and easily administrative checklist

for student samples.Instructions on completing form could be clearer

9. VET Validation Part E Assessment Tool Validation and Actions Report

Good form

39


Document Strengths Proposed improvements10. Recognition of Prior Learning and Recognition of Current Competency procedures

Definitions clear. There is not satisfactory inclusion that in VET RPL is a ‘supported’ process to be facilitated and not “The onus is on the student to demonstrate that credit should be granted on the basis of RPL.”RPL is conducted using a RPL assessment tool constructed as other assessment tools.

11. Recognition of Prior Learning Assessment Instruction

Broad guidelines only. Following aspects need further details to be provided to offer guidance to the student and assessor-Identifying the evidence required – should include further instructions in relation to training packages or accredited curriculum3.1 Student identifies units of competency for RPL – student is to be supported in RPL application. Units of competency need to be presented in an Application Form with suggestions about the types of evidence that is acceptable. Potential students cannot unpack units of competency.3.2 RPL assessors conduct a professional conversation with the RPL students. There needs to be a structure for this conversation via details on RPL applicant.Decision making rules to be included.

12. Credit at RMIT Refers to a time limit of 10 years on credit transfer. This is not relevant to VET. Credit is granted according to SRTOs2015 -3.5. The RTO accepts and provides credit to learners for units of competency and/or modules (unless licensing or regulatory requirements prevent this) where these are evidenced by: a) AQF certification documentation issued by any other RTO or AQF authorised issuing organisation; or b) authenticated VET

40


Document Strengths Proposed improvementstranscripts issued by the Registrar.

RPL reference unclear - Recognition of prior learning (RPL)You need to provide the RPL assessor with enough information so that they can assess your competency in the learning area.

13 .TAFE RPL Form Explains RPL, Fees Application form needs revision, not suitably detailed, not student centred. Applicant provides minimal information & then is contacted by an assessor.SECTION 2 – to be completed by applicant and RPL assessor. Applicant to identify units of competency but no information provided.SECTION 3 – seems to be results sheet only.

14. 1 Program and course life-cycle

List of policies, procedures and instructions.

14.2 Program and course life-cycle policy

Program Advisory Committee is beneficial. Needs to include assessment.

15.1 VE TAS It provides a very detailed coverage of students support.

1. This form is cumbersome and does not follow a logical structure of information such as an overview of the qualification, planning, delivery structure, assessment framework, resources and review.Additions suggested:AQF requirements needs to be linked to rationale for Volume of LearningPackaging rulesAssessment matrix by unit of competencyAssessment scheduling and timingWIL needs to be explained and methodology to distinguish from practical placement or work based training in the VET

41


Document Strengths Proposed improvementssector needs to be explainedSections on Program Structure (1.3) and Duration & Scheduling (1.8) need to be amalgamated.1.3 (Describe who the industry is for this program and how you effectively engaged with industry to inform the initial program structure and choice of electives.) This needs to be what industry have you consulted with and what impact did this have on this TAS.1.5 Characteristics of learners to be described in relation to the design of the TAS.1.6 Mode of delivery would benefit from a matrix linking delivery modes to units of competency. A note to particularily identify online & work based.1.8 Duration should incorporate AQF time allocations, nominal hours & actual hours.Explanation of PUSH hours to be in table & succinct.Section 2 has too many standard paragraphs- needs to be more succinct & related to the qualification.Section 3 to come before 2 as follows on from Program Overview.Need to include section on learning & delivery modes from section 1.3.1 Assessment methods matrix indicating method by unit of competency.3.4 Learning resources should include trainer resources andspecialist facilities including on the job or simulated workplace.

15.2 VE Staff qualifications matrix

This form is not easy to interpret. Needs review based on terminology and requirements of SRTOs2015

42


Document Strengths Proposed improvements15.3 VE resources and equipment list

Good. Form not necessary unless attached to TAS.Should distinguish learning & assessment resources.

15.4 VE industry support and engagement

Good.

16. Program annual review for TAFE and HE coursework programs procedure

Positive step to have an annual review of programs.Responsibilities of personnel outlined. Good to establish a schedule.

Intent should include delivery & assessment

17 RMIT - Program design procedure.

Good comprehensive overview. This could be incorporated into instructions for completing TAS for VET.

18.1 RMIT Quality Policy 1. This policy sets out RMIT’s approach to assuring the quality of its activities.

1. Quality in the VET sector is very focussed on the quality of training, learning and assessment as well as information for the student. This needs to be explicitly stated as ‘oversight of academic quality’ (3h (i) ) does not adequately describe the VET requirements. Some of this is indicated in the VE Compliance instructions but this is not referred to in the Quality Policy.

2. References:VET Quality Framework and Standards for Registered Training Organisations (RTOs) 2015 made under the National Vocational Education and Training Regulator Act 2011The Australian Qualifications Framework 2013

2. ReferencesQuality in the VET sector should also include reference to the Victorian Training Guarantee Quality Charter, which reiterates quality requirements expected in Victoria and related to the funding requirements.

3. Continuous quality improvement is supported through a cycle of “Plan, Implement, Review, Improve”, embedded within RMIT’s planning and management

43

http://www1.rmit.edu.au/browse/Staff/Workplace%20essentials/Policies%20and%20procedures/Academic,%20Research%20and%20Student%20Administration/Enrolment/VE%20Compliance%20instructions/

http://www1.rmit.edu.au/browse/Staff/Workplace%20essentials/Policies%20and%20procedures/Academic,%20Research%20and%20Student%20Administration/Enrolment/VE%20Compliance%20instructions/


Document Strengths Proposed improvementsapproach, as set out in the RMIT Quality Framework. The RMIT Quality Framework sets out clearly areas to target to ensure quality is reflected into all activities.4. Responsibilities are clearly identified in the policy.

4. Trainers and assessors in VET have very specific quality requirements under the regulatory standards and this needs to be articulated in the quality policy or related procedures.

5. Conduct of reviews are linked to the Quality Policy.

18.2 Compliance Policy University wide compliance approach to effectively manage and monitor compliance.

The VET sector requires a specific SRTOs2015 internal auditing strategy to monitor the VET Quality Framework.

19.1 Program Advisory Committees ToR

Good, beneficial for VET assessment & industry input.

19.2 Management of program advisory committees procedure

Staff responsibilities clearly outlined.

44


Appendix B Sample qualifications reviewedFNS50215 Diploma of AccountingQualification RequirementsThis qualification reflects professional accounting job roles in financial services and other industries. Individuals in these roles apply solutions to a range of often complex problems, and analyse and evaluate information from a variety of sources. They apply initiative to plan, coordinate and evaluate their own work and guidance to others within defined guidelines.Assessment Tool cover the units FNSACC503 Manage Budgets and ForecastsThis unit describes the skills and knowledge required to prepare, document and manage budgets and forecasts, and encompasses forecasting estimates and monitoring budgeted outcomes. It applies to individuals who use specialised knowledge and analytical skills to prepare and manage strategic organisational information.FNSACC507 Provide Management and Accounting InformationThis unit describes the skills and knowledge required to gather, record and analyse operating and cost data, prepare budget reports and review costing systems integrity to calculate and record the costs of products and services. It applies to individuals who use specialised knowledge and analytical skills to manage complex financial data and develop comprehensive organisational reports.Summary comments Independent validator has some consistent findings with the validation team in relation to student

information and assessment criteria, the marking guide and assessor information. However, the validator found the level of detail from the validation team is insufficient and does not reflect a thorough validation.These areas need to improve in assessment process and documents:

∑ Completion of all forms and Improved recording of unit codes and titles∑ Mapping indicates units are not sufficiently covered∑ Assessment criteria and decision making rules for students and assessors∑ Performance requirements to be addressed through a variety of methods∑ Insufficient evidence gathered for two units of competency∑ Assessment 3 would gather insufficient evidence∑ RPL tools inadequately designed and provide insufficient guidance to the applicant and the

assessor∑ Marking guide and staff matrix needs review.

45


Presented Details CommentaryY N

Assessment ToolFNSACC503 Manage budgets and forecasts FNSACC507 Provide management accounting information

√ There are three assessment tasks for these two units.1.In-class Test (multiple choice)Closed book in class individual test on the budgeting topic.Does explain the difference between achieving competency & grading.Decision making rules.

Assess 1 Part 1 & 2 Questions not sequenced (20)No code or title on cover sheet except RMIT codePurpose: Instructions do not explain what is being assessed, refers to chapters in a book.Mapping: Provides a limited mapping to selected elements (FNSACC507) and (FNSACC503).Assessment criteria must relate to questions & responses required.Insufficient guidance to assessor.Marking guide lists parts of elements and performance criteria. This is not appropriate to guide students or assessors.

2. Progressive Online Assessment-Students will be required to complete 3 individual online sections across the semester. Part 1 Students will demonstrate an understanding of Variable and Absorption Costing Techniques To be completed in your own timePart 2 Students will demonstrate an understanding of ABC Costing Techniques To be completed in your own timePart 3 Students will demonstrate an understanding of CVP Analysis

No cover sheet, no reference to units on tasks.Poorly presented and not detailed instructions.RMIT codes only.2.1 Two questions with mapping against 2 elements/ units2.2 One question mapped against 4 elements/ pc2.3 9 questions mapped against 4 elements/ pc

Criteria not explicit.Mapping: Provides a limited mapping to selected elements (FNSACC507) and (FNSACC503).

Questionable that this assessment is suitable for AQF Diploma level.

46


Presented Details CommentaryTechniques To be completed in your own time.

Marking guide lists parts of elements and performance criteria. This is not appropriate to guide students or assessors.

3. In class Test – This is a two part in class individual test.Part 1. This section will test standard costing analysis. This will be an open book test.Part 2. This section will test differential and responsibility accounting. This will be closed book test.

2 questions – insufficientNo code or title.Very poorly presented.Mapping: Provides a limited mapping to selected elements (FNSACC507) and (FNSACC503).

Summary Incorrect code or no codes on cover sheetsInsufficient assessment to gather evidence for two units.

RPL Assessment ToolFNSACC507A Provide Management accounting information

√ 1. RPL Self Assessment Checklist 2. Assessor Information3. Applicant Information

1. Uses old unit codes. Asks two questions based on two element titles (not adequate)2. No clear instructions for assessor/refers to critical aspects, which are not relevant. Poor form layout. No decision-making rules.3. Instructions clear. Fees not stated. Outlines some evidence requirements. Not a supportive process. Criteria not clear. Expects student to understand unit of competency.

RPL Assessment ToolFNSACC503A – “Manage budgets and forecasts”

√ 1. RPL Self Assessment Checklist 2. Assessor Information3. Applicant Information

1. Uses old unit codes. Asks two questions based on two element titles (not adequate)2. No clear instructions for assessor/refers to critical aspects/ not relevant. Poor form layout. No decision-making rules.3. Instructions clear. Fees not stated. Outlines some

47


Presented Details Commentaryevidence requirements. Not a supportive process. Criteria not clear. Expects student to understand unit of competency.

Sample answers √ Marking guides Marking guides provide insufficient detail.They are results recording sheets against unit components – elements & performance criteria.

Mapping documents √ Very broadly mapped. Needs to be more specific.Student sample √RMIT VET Validation Part A Cover Sheet √ No job role or employer listed with

staff names. No signatureComplete forms.

RMIT VET Validation Part B Preparation Checklist

√ Rational – okAll sections completed

RMIT VET Validation Part C Assessment Tool Validation Checklist

√ Most questions answered with a √ Some have more detail.Critical of student information & criteria, marking guide & assessor information.

More detail required.Validation has not picked up sufficient critical aspects of this assessment tool that need improvement.

RMIT VET Validation Part D √ Incomplete.RMIT VET Validation Part E Assessment ToolValidation and Actions Report

√ Recommendations. More detail required.

Staff Matrix √ Insufficient detail. Does not establish equivalence.Parts are not dated.Ongoing professional development demonstrating currency in training and assessment not strong in parts.

48


FNS40615 Certificate IV AccountingQualification RequirementsThis qualification reflects accounting job roles in financial services and other industries requiring accounting support functions. Individuals in these roles apply theoretical and specialist knowledge and skills to work autonomously and exercise judgement in completing routine and non-routine activities.Assessment Tool cover the units BSBFIA401 Prepare financial reportsThis unit describes skills and knowledge required to record general journal adjustment entries and to prepare end of period financial reports. It applies to individuals employed in a range of work environments who are responsible for preparing financial reports.FNSACC301 Process financial transactions and extract interim reportsThis unit describes the skills and knowledge required to prepare and process routine financial documents, prepare journal entries, post journals to ledgers, prepare banking and reconcile financial receipts, and extract a trial balance and interim reports. It applies to individuals who use specialised knowledge and follow agreed processes to carefully check and process detailed financial information to ensure standards are maintained.FNSACC302 Administer subsidiary accounts and ledgers This unit describes the skills and knowledge required to reconcile and monitor financial accounts receivable systems, identify bad and doubtful debts and plan a recovery action, and remit payments to sundry creditors. It applies to individuals who use specialised knowledge and follow agreed processes to problem solve within their area of responsibility.FNSACC404 Prepare financial reports for non-reporting entitiesThis unit describes the skills and knowledge required to develop a range of commonly required financial reports for entities that do not have a statutory duty to file financial reports with government agencies and regulators. It applies to individuals who use specialised knowledge and systematic approaches to collate and prepare financial information.FNSACC406 Set up and operate a computerised accounting systemThis unit describes the skills and knowledge required to modify and operate an integrated computerised accounting system. This is generally under supervision and encompasses processing transactions within the system, maintaining the system, producing reports and ensuring system integrity. It applies to individuals who within their area of responsibility use specialised knowledge, information technology and coordination skills to establish and maintain an organisational system.

Summary comments Independent validator agrees with findings from the validation team. However, the validator found the action items from the validation team did not adequately address all of their findings. There would be a review of the cluster of the five units, which would alter the assessment and may address these other

49


issues.Two assessment tasks for five units of competency would not elicit sufficient evidence to adequately assess competence.Mapping was based on older units of competency.The setting out of parts of the assessment tools needs better instructions and assessment criteria.Better guidance to assessors is required.


Assessment ToolBSBFIA401 Prepare financial reportsFNSACC301 Process financial transactions and extract interim reportsFNSACC302 Administer subsidiary accounts and ledgers FNSACC404 Prepare financial reports for non-reporting entitiesFNSACC406 Set up and operate a computerised accounting system

√ 1. Comprehensive Case StudyAssessment Record & Cover SheetComprehensive Case Study Part A Foppi’s Bike Shop Case Study Part B Foppi’s Bike Shop Case Study Part C - Foppi’s Bike Shop Case Study

Codes & titlesPurpose: Instructions do explain briefly.Assessment criteria are not satisfactory as it is not easily accessible to students and provides broad statements only.Decision-making rules are related to submission requirements rather than expected standard.Mapping: based on old units and difficult to ascertain for the 5 units.Some marking guidance to assessor but could be more comprehensive.

√ 2. On-line Theory Test - multiple choice & short answer test

RPL Tool √ RPL tool had been developed.

Sample answers √ Marking Guide very broad criteria” no fundamental misunderstanding of the work required of you”

Not satisfactory.

Mapping document √ Based on old units. Not satisfactoryStudent Sample √

50


RMIT VET Validation Part A Cover Sheet √ All completed & signed & dated No position titles or employerRMIT VET Validation Part B Preparation Checklist

√ RationaleSample size.

Rationale for cluster does not offer an educational benefit or emphasize the repetition in the 5 units of competency.


√ Good realistic comments including:∑ Mapping did not

establish coverage.∑ Student instructions

needed more detail.∑ Assessor instructions

not included.∑ Difficult to judge

satisfactory performance with 5 units.

Mapping based on old units. Part C reports new unit components.

RMIT VET Validation Part D Student sample √ Sample size and names provided.RMIT VET Validation Part E Assessment Tool Validation and Actions Report

√ Action comments. Has not picked up all the required corrections but is reviewing the cluster.

FNS50615 Diploma of Financial Planning StaffMatrix

√

51


FNS50615 Diploma of Financial Planning Qualification RequirementsThis qualification is for financial planners who provide a range of standard financial planning services and individuals providing specialist para-planning services. Individuals in these roles require well-developed skills and a broad knowledge base of the financial planning sector and the ASIC regulatory framework. Individuals in these roles have autonomy in performing technical operations, apply solutions to a range of often complex problems, and analyse and evaluate information from a variety of sources. They apply initiative to plan, coordinate and evaluate their own work and provide guidance to others.Assessment Tool covers these units FNSINC401 Apply principles of professional practice to work in the financial services industryThis unit describes the skills and knowledge required to identify industry professional approaches to procedures, guidelines, policies and standards, including ethical requirements, and to model and meet expectations of these in all aspects of work. It applies to individuals who work in senior roles in the financial services industry.FNSFPL501 Comply with financial planning practice ethical and operational guidelines and regulationsThis unit describes the skills and knowledge required to comply with ethical and operational guidelines in one’s own work.Summary comments Independent validator agrees with findings from the validation team. The validation team documents

indicate careful consideration during the validation. In particular, the outcomes of the process of validation are insightful and useful for future planning.

Further consideration should be given to these areas:∑ It would be beneficial to consider assessment methods that reflect the job tasks. Assessment 2

and 3 do this but not assessment 1.∑ Both of these units contain knowledge and application of knowledge which may not gather valid

and sufficient evidence through multiple choice∑ Decision making rules could be clearer for students and indicate what is required to achieve

competence. Assessment Tasks do not have this detailed for student or assessor.∑ Assessment criteria are often broad and generalist- relate more closely to the tasks.

52



Assessment Tool √ Unit codes & titles√ 1. Twenty five multiple-choice

theory style questions - closed book.

Codes & titles of units stated.Purpose of the task explained – briefly.Duration given.Marking criteria listed but high level and general.Instructions to candidate listed.There needs to be decision-making rules listed eg. 90% of questions need to be correct to be marked competent. This includes 100% of questions on the Financial Services Guide and risk management.

Multi choice questions are a valid assessment method but can they address this knowledge such as this example (‘outline the key requirements of relevant legislation and regulation impacting on financial planning and explain their application to financial planning job roles” and “describe the principles and standards of ethical behaviours in financial planning”) and provide valid and sufficient evidence at Diploma level?

2. Project Case Study Financial Adviser

Codes & titles of units stated.Purpose of the task explained.Instructions to candidate listed.Competency criteria relate to tasks but are very broad and not clearly accessible for student interpretation.For clarity best to not use acronyms eg AFSL

3. 6 questions: Short Answer Test

RPL Kit √ Standard / no application form/

53


units only not student friendlyNo decision-making rules.

Sample answers Sample answer No 2 193 wordsSample answer No 3 240 words

Sample answers have significantly less details than student requirements (750 words)

Mapping document Both units mapped to assessment tasks.

Mapping document uses RMIT codes in the detailed matrix, which is not appropriate.

Student Sample 18 students12 student reportsVery little feedback evidenced on samples examined (6).

Sample / student feedback on assessment

RMIT VET Validation Part A Cover Sheet √ Assessment Tool details recordedNo position titles on participantsNo signatureNo dateConfirmation of suitability of validation team

Evidence provided: staff matrix

RMIT VET Validation Part B Preparation Checklist

√ Completed.


√ Decision-making rules for grading are unclear.No recording details.

Good detail.


√ Concerns on assessment criteria.The decision-making rules for grading are unclear in this task. There are currently no University tools or guidelines

No consideration of evidence gathered.

54


for the effective application of grading in competency-based assessment.


√

RMIT VET Validation Part D √ 12 assessed.RMIT VET Validation Part E Assessment Tool Validation and Actions Report

√ Very good and detailed report that has documented strategic as well as specific action items to be addressed in relation to assessment.Endure assessment storage is met.

Well documented.Good action plan.

Validation questions & team comments √ A separate form developed by the team to check quality.

Good practice.

Staff matrix V Needs to improve with dates and clearer linkages to the unit of competency requirements.

55


CHC43115 Certificate IV in DisabilityQualification RequirementsThis qualification reflects the role of workers in a range of community settings and clients’ homes, who provide training and support in a manner that empowers people with disabilities to achieve greater levels of independence, self-reliance, community participation and wellbeing.Assessment Tool covers these units CHCDIS007 Facilitate the empowerment of people with disability This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.CHCCCS015 Provide individualised support This unit describes the skills and knowledge required to organise, provide and monitor support services within the limits established by an individualised plan.Summary comments Independent validator has consistent findings with validation team. Validation team has made detailed

and thoughtful findings.Some suggested areas for improvement:

∑ Mapping documents use √. It is suggested the number of assessment task is better. ∑ Performance evidence for CHCCCS015 and CHCDIS007 gathered once only.∑ The purpose of assessments to be clear.∑ Some good examples of high quality student work for assessments 1 and 2.∑ The marking guide is used to inform students of the criteria they are assessed on for the

assessment. Assessment criteria need to be clearer as do instructions in Assessment 3.∑ Decision making rules for satisfactory performance.∑ Better details on context, duration & establishment of assessments.∑ Task & sample answers for No 3 to be reviewed.∑ Marking approach to a group assessment task 2 is not clear.

Presented Details Commentary

Yes No Assessment Tool √ Unit codes & titles

Assessment tool in one document-that is good and clearly shows unit

Good general instructions at the beginning of the document.

56


requirements.It is good to have the marking guide after each assessment.

Marking Guide is not numbered.

1. Understanding theory – short answer questions

Criteria inadequate for students.Not detailed answers in marking guide.

2. In-class task: Scenario – providing individualised services and supports. Respond to a written case study as a group project. Case study provided on the assessment tool is two paragraphs. There is a client profile.

There is no clear purpose stated for the assessment or what aspects are being assessed.

Inadequate instructions on how to complete the task.This task does not state the duration. Undertaken in class as a group project.There is no explanation as to how a group project would be marked.No clear guidance for students on assessment criteria & decision-makingrules.Marking Guide is not numbered.The marking guide indicates certain responses that would not necessarily be elicited.

3. Professional Discussion and workplace evidence

Mapped against performance criteria for CHCCCS015 and CHCDIS007This assessment, which is for the demonstration of skills in entirely inadequate in its presentation and design.Evidence to present is not clear.

RPL No RPL tool presented.

Sample answers √ Marking guide. Marking Guide is not numbered.Marking Guide responses inadequate for assessment task 3.

57


Evidence for Task 3 is the same for each student but the task suggests it would not be.Evidence for producing a product ‘individualised plans’ is the same.

Mapping document √ Indicates assessments against element/performance criteria, performance & knowledge evidence, and conditions.

Mapping document indicates certain parts are covered when they are not eg performance evidence, knowledge evidence.

Student Sample ( 6) √ Form completed for 6 students.Six students completed work.All signed and dated.Cover & results forms completed.

Some student work of a high standard. Samples for assessment 3 not provided.

RMIT VET Validation Part A Cover Sheet √ Not presented

RMIT VET Validation Part B Preparation Checklist √ Not presented


√ Ass 1- criteria for satisfactory performance is not given to studentsAss 2 – group assessment criteria /7 assessment marking criteria to be stated.Ass 3- Insufficient evidence & instructions noted by validation team. Evidence required not in assessment tool. Marking guide found unsatisfactory.

Ass 1, 2, 3- Comments supports validator’s views

RMIT VET Validation Part D √ Student sample sheet completed. Is not consistent with remarks in Part C.

RMIT VET Validation Part E Assessment Tool √ Detailed comments. Comments supports validator’s views

58


Validation and Actions ReportValidation questions & team comments √ High standardProgram Guide & Course Guide √Staff Matrix √ No demonstration of equivalence.

59


CHC33015 - Certificate III in Individual SupportQualification Requirements

Assessment Tool covers these units

Summary comments

Presented Details CommentaryYes No

Assessment ToolRPL

Sample answersMapping documentStudent Sample ( 6)RMIT VET Validation Part A Cover SheetRMIT VET Validation Part B Preparation ChecklistRMIT VET Validation Part C Assessment Tool Validation ChecklistRMIT VET Validation Part DRMIT VET Validation Part E Assessment Tool Validation and Actions ReportStaff Matrix

60


Appendix C Mapping document

Code & Name of Unit of CompetencyInstructions to complete this mapping document Give all the content of the unit of competency and the assessment requirements a numerical code. The

marked up copy of the unit of competency & assessment requirements is part of your planning forassessment instruments and should be kept as evidence of your mapping.

No Name of AssessmentTask

Method of Assessment

ElementsPerformance Criteria

Foundation Skills

Performance Evidence

Knowledge Evidence

Conditions

Example

1. Work Health & Safety Questions

Written Questions E1 PC 1.2E4 PC 4.2E5 PC 5.1

1-3, 5 1-7 1-7 2-5

2. Hazard Identification Checklist & Presentation

Practical demonstration

E1 PC 1.1-1.3E2 PC 2.1-2.3E3 PC 3.3E4 PC 4.2E5 5.1

1-6 1-5 1-5 1-6

61

of 2


TITLE Vietnam SLA – Educational Services Schedule (draft)

EXECUTIVE SUMMARY

Key Issues

The Educational and Administrative Services Agreement between RMIT and RIUV Ltd (Vietnam SLA) is due for renewal by the end of 2016. In the past 5 years of the current Vietnam SLA a number of significant changes have occurred in both Vietnam and Melbourne which change the focus of the service relationship between the two entities.

The attached document details the draft Educational Services schedule (Schedule 2) proposed for a renewed 5 year Vietnam SLA. The review and revision of this schedule has been sponsored by the Vietnam-Melbourne Working Group, chaired by the DVC Global Development and coordinated by the Global Development portfolio. Input has been provided by the Vice President Academic (RMIT Vietnam), the Education Portfolio (including the Academic Registrar’s Group) and the Research and Innovation Portfolio.

As well as renewing detail of each of the Service categories to better reflect current and future service realities, the revised schedule also adjusts the focus of the schedule from “service provided” (by Melbourne to Vietnam) to describing the “service relationship” (between Melbourne and Vietnam) in relation to ‘must have’ services.

The Vietnam SLA includes provision for annual review of schedules and services.

Recommendations

The Education Innovation and Quality Committee is requested to review and endorse the proposed Vietnam SLA Educational Services schedule.

Timing of Decisions

New Vietnam SLA is due for signing by the end of 2016.

Further Information

The Vietnam SLA also includes schedules relating to Administrative Services (areas covered by the Global Development, Engagement & Vocational Education, Finance, Resources portfolios) and to the Fee structures underpinning service delivery. The complete proposed Vietnam SLA will be subject to consideration by the Vice-Chancellor’s Executive (VCE) prior to signing.


The completed, approved SLA will be published by the end of the year and communicated to stakeholders.

REMAINDER OF PAPER


Nil


The consideration, endorsement and annual review of the provisions contained within the Educational Services schedule of the Vietnam SLA are an important component of the RMIT assurance framework.

62

of 2


Nil

INSTITUTIONAL RISKS

Reputation, accreditation and educational quality

ATTACHMENTS

VN SLA Educational Services Schedule-draft_20161019

Submitted by:

Name: Professor Belinda Tynan

Title: Deputy Vice-Chancellor, Education


63

Extract from draft Educational and Administrative Services Agreement between RMIT Melbourne and RMIT Vietnam

21 October 2016

SCHEDULE 2

EDUCATIONAL SERVICES

Service categories General principles Service relationship(Broad description of ‘must have’ services)

By whom

1 Academic governance

A single RMIT University Academic Board will govern academic activity for all RMIT awards regardless of location

1.1 Development of RMIT University policies and processes

DVC E

1.2 Advice on behalf of RMIT Vietnam on development and improvement of RMIT University policies and processes

VP Academic VN

1.3 Implementation of policies and processes in Vietnam

VP Academic VN

1.4 Development of clear and transparent program approval processes for programs developed, or to be conducted by RMIT Vietnam.

DVC E

2 Academic standards

RMIT awards are of an equivalent and comparable standards wherever they are offered. Campuses share responsibility for standards and for monitoring and the continuous improvement of the quality of awards

2.1 Development and monitoring of Program Quality Assurance policies and processes

DVC E

2.2 Advice on behalf of RMIT Vietnam on development and improvement of Program Quality Assurance policies and processes

VP Ac VN

2.3 Monitoring and reporting of relevant academic quality standards

VP Ac VN

2.4 Confirmation of results for owned courses

Heads of Schools / Heads of Centres VN

2.5 Confirmation of equivalence and comparability of standards for owned programs/courses across all locations

PVCs A / President RMIT VN

3 Knowledge creation, research.

A unified University where campuses participate in knowledge generation and research

3.1 RMIT University leadership of respective academic disciplines

Heads of Schools/Heads of Centre VN

4. Programs and courses

RMIT University programs and courses lead to equivalent and comparable learning outcomes wherever they are offered

4.1 Timely development of program approval documentation for new RMIT Vietnam or existing RMIT Melbourne programs to be delivered in Vietnam.

Heads of Centre VN / Heads of Schools

4.2 Development of program and course guides and associated learning resources and assessments for managed programs and courses.

PVCs A and Heads of Schools / VP Academic VN & Heads of Centres

64


By whom

4.3 Relevant development, customisation and contextualisation of programs, courses and learning resources, assessments and exams for courses managed by another School/Centre.

Heads of Centres VN / Heads of Schools

4.4 Implementation and development of Course Management Teams, Course Assessment Committees, Program Assessment Boards and Program Advisory Committees.

PVCs Academic & Heads of Schools / VP Academic VN & Heads of Centres

4.5 Assurance of available teaching resources and timely negotiation of temporary secondment of staff from RMIT Melbourne, where necessary.

Heads of Centre VN / Heads of School

5 Student services Activity to enhance the student experience is planned and developed within the broad framework of RMITUniversity’s Student Experience Strategy.Contextual input is gained from Vietnam when developing RMIT University policies and Student Experience initiatives, and advice is provided on implementation as required.

5.1 Develop Student Experience policies and processes for RMIT University

DVC E

5.2 Advice on behalf of RMIT Vietnam on development of Student Experience policies and processes for RMITUniversity

ED Students VN

5.3 Implementation of Student Experience policies and processes in Vietnam

ED Students VN

6 Student Administration and Systems

Student, course & program records are configured & maintained in SAMS (Campus Solutions): student data is populated by file transfer from Vietnam

6.1 RMIT University policy and processes for academic management, University wide

DVC E

6.2 Student administration processes at RMIT Vietnam are in line with RMIT University policy and processes

ED Student VN

6.3 Data transfer between RMIT Vietnam and RMIT Melbourne student management systems

ED Students VN/ Academic Registrar

7 Research &Innovationservices

Research and innovation is supported, and research standards are upheld across the university in all research active locations.

7.1 Develop and monitor University wide research and research training policies and processes, including those pertaining to research ethics and the responsible conduct of research.

DVC R&I

7.2 Input and advice on behalf of RMIT Vietnam on development of policies and processes

VP AcademicVN

7.3 Implement University-wide research and research training policies and processes in Vietnam

VP Academic VN

7.4 Provide advice on collaborative research projects, partnerships and alliances and intellectual property

ADVC(R&I) IE

7.5 Manage collaborative research VP Academic

65


By whom

projects, partnerships and alliances and intellectual property

VN

7.6 Provide advice and support services relating to research funding, including information on research funding opportunities, research project reporting, research grant submissions

ED RO

7.7 Manage research projects and reporting

VP Academic VN

7.8 Monitor and report university wide research performance

ED RO

7.9 Input into research performance reports

VP Ac VN

7.10 Provide quality assurance mechanisms and support for post graduate research education and training including approval of admissions and candidature milestones and conduct of examinations

ADVC RTD

7.11 Implement postgraduate research and training

VP Ac VN

7.12 Provision of appropriately qualified and trained postgraduate research supervision teams

Heads of Centre VN / Heads of School

7.13 Provide advice and support services relating to postgraduate research administration and support, including information on HDR policies, training and support needs and candidature management.

ADVC RTD

8 Library services The provision of information resources and services are implemented and managed under the guiding principles established by the RMIT University Library.

8.1 Advice on academic library services and facilities

UL

8.2 Collection development principles, development of collection, and provision of quality client support

Head LibraryServices VN

8.3 Access to purchased/subscribed digital content provided to RMIT Vietnam where licence agreements allow

A/D Information Services & A/D Resources

8.4 RMIT Vietnam staff and student access to Document Delivery services in accordance with Library services for offshore users

Mgr, Document Delivery

8.5 Reciprocal borrowing rights for students participating in study abroad or residential studies between Vietnam and Melbourne

Head LibraryServices VN & A/D Information Services

8.6 On line training resources developed for use by all RMIT community, whether local or offshore

A/D Information Services

66

Abbreviations Titles DVC EDVC R&I

Deputy Vice-Chancellor Education (Australia)Deputy Vice-Chancellor Research & Innovation (Australia)

VP Academic Vice President Academic (Vietnam)PVCs A Pro Vice-Chancellors Academic (Australia) ED Students Executive Director Students (Vietnam) ED RO Executive Director Research Office (Australia) ADVC RTD ADVC(R&I) IE

Associate Deputy Vice-chancellor, Research Training and Development (Au) Associate Deputy Vice-Chancellor (R&I), Innovation & Entrepreneurship (Au)

UL University Librarian (Australia)

67


TITLE Academic Integrity: Contemporary Issues, Challenges and Developments

EXECUTIVE SUMMARY

Key Issues

Academic integrity underpins standards in both staff and student intellectual endeavor as well as shaping students’ intellectual behaviour. This paper explores the contemporary issues facing higher education providers and the changing nature of academic integrity. Contract cheating has been singled out, by TEQSA, as requiring special attention as cheating takes on a perceived unbeatable character. Best practice, as demonstrated through the example of Curtin University and the University of Sydney, applieseducation of staff and students as the most effective initiative to managing new threats to integrity. Whilst RMIT is reviewing its policy and procedures, that govern academic integrity through student learning, it is essential that reference to contract cheating be made explicit to staff and students. In addition to this developing opportunities for staff and students to undertake respective responsibility is requisite to practice. And finally, exploring new technologies and initiatives to deter plagiarism and breaches in academic integrity require imagination, tenacity and a whole of university approach.

Recommendations

Education, Innovation and Quality Committee is asked to discuss the following points and recommendations:

a) The challenge that RMIT faces regarding contract cheating and the need to explicitly refer to this in future assessment and student conduct policy as part of making visible both the nature of the behaviour and the challenge it poses to academic integrity.

b) The launch of a central staff and student guide to coincide with the new Student Conduct Policy and Procedure and the new Assessment Policy and Procedure.

c) In the sector best practice on identifying and managing academic integrity focuses on educating students and supporting ongoing understanding and that RMIT is to shift towards a model of explicit support including an induction for students in the first 60 days of enrolment.

d) As part of addressing new challenges RMIT will need to explore investigative and innovative approaches in manging the issue of contract cheating. New technologies and or enquiries on deterrence and or managing academic integrity will be necessary.

Timing of Decisions

N/A

Further Information

N/A


This paper is not confidential. The paper should however be widely circulated amongst RMIT’s L&T leadership, which includes DPVCs L&T, Deputy Heads L&T, Program Managers and Course Coordinators.

REMAINDER OF PAPER

BACKGROUND AND PREVIOUS CONSIDERATION BY ACADEMIC BOARD

68

DocRef: TRIM Page 2 of 2

None


See attached paper


N/A

INSTITUTIONAL RISKS

See attached paper

ATTACHMENTS

Submitted by:Name: Office of Deputy Vice-Chancellor Education

Contact Person: Assoc. Professor Zosh Pawlaczek

Date: 2nd November 2016

69

Academic integrity: contemporary issues challenges and developments

Introduction

Academic integrity underpins standards in both staff and student intellectual endeavour. The way in which it has come to be described and applied, in universities, has been framed by ideas such as ethics and morality, as a person-centred phenomenon, and copyright and intellectual property, as a legal delimitation. It is essentially about the honest representation of ideas, accurate attribution of those ideas and behaviours commensurate with trustworthiness.

Practicing academic integrity is twofold, in that it shapes students’ intellectual behaviour and also ensures that formally created ideas are given the requisite recognition to successfully drive intellectual existence, which is the practice basis of a university. But it is also about the choices that individuals make about how they represent work attributed to their own efforts.

To acquire an education, or more specifically a credential, is to demonstrate evidence of learning, which necessitates the creation of artefacts for assessment. This process inevitably requires the marshalling of existing ideas to shape a unique expression around a problem statement of sorts. Assessing the value and standard of that expression is then done by a variety of disciplinary approaches and associated experience articulated by educators. Supporting students through the cultural meaning of academic integrity can take many forms and includes techniques such as policies and procedures, diversifying assessment practice, designing learning experiences that embed assessment authentically, guiding and advising students on academic expectations, valuing originality, text matching software, exam invigilation, and numerous other practices. Overall the practice is either one that trains students or elegantly introduces them to integrity as a core feature of being an educated person.

What is clear is that universities have a duty of care and an obligation to support students through intellectual development. They also have a wider responsibility, to the community, to ensure that standards in academic practice are comparable with the traditional expectation that a university education develops attributes of noble-mindedness.

Today’s context

In recent times academic integrity has been grappling with the challenge of easier access to assessment and assignment services through online pay-for services. Contract cheating has attracted the attention of Fairfax (2014), with its investigative reporting, and also TEQSA who recognise the escalating problem of online essay mills (QAA 2016). Services on offer from these companies range from writing a paper for an assignment through to the production of an entire Ph.D. (see Figure 1). It also includes services such as taking online exams and quizzes and even engaging in forum discussions (see figure 2), which create a learning trail in a learning management system for those universities who are tracking student engagement and achievement as part of analyses of covariance. This service, in particular, can provide a cheat’s way of showing effort leading to purchased high standards of achievement. In today’s context a student is able to purchase learner behaviours atop of learner outcomes. And for those wishing to skip the entire university experience fake testamur services, replete with transcripts are available (see figure 3). These however are less connected to

70

academic integrity practice and more of a concern for employers and graduate study providers who require reliable qualification assurance processes as way of detecting fraud.

Figure 1: a screen capture of a quote generator for original assignment writing

Figure 2: a screen capture of a website promoting learner achievement as a service

71

Figure 3: a screen capture of a fake diploma company’s example for an RMIT University award

Inevitably, a transaction requires students to share private details such as IDs, passwords and payment details. Information that universities encrypt and fiercely protect are not only loosely secured but can also act as evidence for alleged academic integrity breaches. In the 2014 Fairfax investigation, of the MyMaster assignment writing service, student details were easily hacked and institutions and individuals were identified (and details of individuals were passed on to universities). Despite the clear intention of contract cheating services, to provide assignment writing services (see figure 4), the onus is always on the student, the purchaser. This is because contract cheating companies stand by assertions that they are merely providing insight into how an assignment could be tackled and that any use of produced work should always be cited accordingly. This in itself can raise questions about the level of support that students are seeking and or the expectation of greater guidance in assessment.

One of the issues that has not been fully raised is that contract cheating requires an investigation into who the writers of assignments and or exam takers are. Contract cheating companies brag that the freelancers they engage include graduates from prestigious universities and include university level teachers. A claim that would certainly require testing but if true opens up a whole new level of academic integrity.

72

Figure 4: a screen capture of an essay mill company explaining the service on offer for payment

Today’s context of digital and online markets means that the barriers to setting up online services are low. This has literally led to the advancement of myriad companies offering evidence-of-learningservices to students, which has overwhelmed universities. Worryingly, this proliferation may have also altered the attitudes of some students who, with competing priorities of working, learning and lifestyling may see such services as no different to copying and sharing digital products such as music, computer games and movies. In the same way as piracy is not theft outsourcing one’s tasks may be seen as part of the gig economy.

Contract cheating has shifted the academic integrity paradigm. Traditional teaching practice in detecting plagiarism has predominantly homed in on copy-and-paste text reproduction. Technologies like Turnitin, a text-matching tool which RMIT has integrated into its Learning Management System (LMS), have been used to manage plagiarism; and in fact are essential to broadly managing academic integrity. The trouble with contract cheating services is that the work produced is unique. It thus subverts traditional approaches to identification of breaches to academic integrity, and so modern techniques, initiatives and approaches are urgently needed. Universities are trialing a number of detection and investigation approaches and it is likely that these practices need to be shared as part of a wider contextualization of what works and what doesn’t.

Universities Australia is focusing on the development of a draft code of practice that will align with legislative and TEQSA requirements, which will go some way to bringing a common interpretation across the sector. And although this will be useful, universities, but more specifically educators, find themselves detecting and managing academic integrity in a less certain environment. The diversification of cheating has grown to such an extent that there is possibly a need for new laws to be drawn up to reshape trading standards to make it harder to sell learning outcomes and behaviours.

TEQSA frameworkAssessing best practice in learning and teaching includes approaches of alignment with regulatory requirements, comparing oneself to peers, investigating common assumptions and reflecting back on one’s own practice in the context of policy, procedure and community of practice. As part of provider re-registration and program accreditation TEQSA pays particular attention to academic integrity. During reviews alignment with regulatory standards of policy, procedure and practice is considered. In a report focusing on contract cheating and academic integrity TEQSA noted that in the last decade universities had invested in -

1. Strengthening corporate and academic governance of student academic integrity2. Appropriate policies and procedures3. Staff development

73

4. Assessment design5. Student activities to promote academic integrity

TEQSA 2015

Approaches taken by other institutions

University of SydneyThe University of Sydney take a two-fold approach to academic integrity in that: 1) a Task Force Working Party was established to investigate academic dishonesty and misconduct including exploring preventative approaches; and 2) a developmental approach was taken which has resulted in the following measures.

1. All award undergraduate and postgraduate coursework to embed an academic honesty induction in an early assessment.

2. That each course coordinator evaluates the assessment design of a course and reflects on whole of cohort student performance through the lens of academic integrity. A formal plan, monitored by Faculty is established each year as part of quality and standards.

3. Establishing central records, accessible across the university, to provide a joined-up approach to both acting on academic misconduct and also providing data for interpreting the emergent issues associated with maintaining standards and also supporting students by identifying risks and mitigating these - educationally.

4. Proposal to establish, in the Education Portfolio, an “office of educational integrity” (University of Sydney, Academic Misconduct and Plagiarism Task Force, 2016). It is suggested that the office would centralize academic integrity matters.

5. Changes in policy and procedure to establish best practice approaches in practice and detection. Recommendations such as, course assessments being changed out for each cycle they run (from a catalogue of assessments) through to expectation on baseline implementation of technologies such as Turnitin. There is however considerable understanding that disciplines have different challenges but at the same time it is expected that disciplines identify best practice for detection and management of academic integrity and plagiarism that is fit for the context.

Curtin UniversityCurtin University aligns academic integrity with the value of its brand by framing it within its 5 values of integrity, respect, courage, excellence and impact. Essentially it underscores that society has an expectation of it [Curtin University] when it comes to scholarly enterprise and that behaviours of the highest standard are requisite for both staff and students. In particular Curtin University has carefully designed its guidance activities around the overt standards built into its policies. Using the processes of compliance built into those policies and procedures it takes a thoughtful and supportive approach through awareness raising and guidance giving. In addition, Curtin has taken the stance that not all plagiarism is intentional. This establishes a non-confrontational first principle when managing plagiarism and it is inevitable that both staff and students will be more likely to engage in educative responses in potential detections.

1. In 2014 Curtin took the decision to review its policies and practices in academic integrity as a way of establishing consistency of practice across the whole of the university.

74

2. This resulted in a requirement that each school should provide a course, for its suite of programs, that introduces new students to the condition of integrity in academic endeavour. In addition to the course it is expected that all teaching staff continually refer to academic integrity within the context of curriculum expectations and as part of the repertoire of teaching techniques. Embedding expectation is considered an ongoing contributor to student education.

3. Plagiarism was defined as having three significant levels, which would enable staff and students to understand what the responsibilities, actions and outcomes could/would be.

4. Staff roles and associated accountabilities were made explicit. Four distinct roles were identified; 1) lecturer, tutor or marker (in a position to detect academic misconduct); 2) unit coordinator (instrumental in managing academic integrity); 3) authorised officer and inquiry officer (principally positioned to investigate); and 4) HDR supervisor or chair of thesis committee (can both detect and manage academic integrity). Recognising the roles and responsibilities of roles made guiding staff more straightforward.

Office for Learning and Teaching ProjectOver the past six years the Office of Learning and Teaching (OLT and formerly ALTC) have invested in a number of projects to ascertain the scope of the challenge that academic integrity has posed to modern practice in learning and teaching. OLT’s support of this project is based on the understanding that academic integrity is inextricably linked to quality and standards in student learning and academic practice. It is also central to the trust that communities have in university credentialing processes. The development of resources, frameworks and recommendations for universities and practitioners, then, is to stay abreast of best practice. The scope, as demonstrated by financial investment in OLT (and formerly ALTC) projects has been broadly defined by the following foci:

1. student responsibility2. teaching and assessment3. implementing policy4. designing policy

(Supporting Academic Integrity, OLT, 2015)

RMIT Approach

RMIT’s approach to academic integrity is governed by policy and procedure and interpretation of these is done at the local level, meaning there can be variance in practice across programs, schools and colleges. In addition, staff and student resources are developed to support both general and local interpretations, which is not straightforward. In 2015 a working party was established to review academic integrity, which identified a number of key issues that included:

1. a need for academic development for staff to support academic integrity as holistic experience in the student lifecycle

2. a need to have a compliance dimension running through academic integrity to give greater visibility to practice at the central level

3. a need to provide advice, recognition and initiatives for acknowledging and targeting contract cheating

4. a staff and student guide for academic integrity5. an educationally focused induction for staff and students to understand accountability6. a need to have reviewed and renewed both the assessment policy and procedure and the

student conduct policy and procedure to be endorsed

75

NB: It is important to note that the aforementioned policy and procedures are still in flux, which has a bearing on the release of developed guides for staff and students as it will require exacting wording.

As such the following recommendations are made.

Recommendations and Next Steps

It is indisputable that the entire sector needs to take action on the issues arising out of new and or more accessible and affordable breaches to academic integrity. Although there is a need to find innovative ways to tackle contract cheating there are still traditional best practice approaches that provide universities with a practical response that supports both staff and students. It is important to bear in mind that cheating is not a new behaviour. Graduate attributes are an outcome that students journey towards through their learning and it is precisely that journey that should indicate, to students, what is right and wrong regarding professional and ethical conduct. And so, RMIT needs to focus on practical strategies that are both attainable and within the scope of a learning and teaching context. Although these are not foolproof they are framed within the processes and practices that enable a best scenario outcome for RMIT. The following recommendations are presented and should be seen as an interrelated but diverse approach.

Policy a. RMIT’s assessment policy needs to include specific reference to contract cheating in its

upcoming rebooted Assessment Policy. Making explicit, to students, the understanding that RMIT is aware of contract cheating is important to establishing this as part of its academic integrity standards. In addition to this it recommended that students declare that no third party has either in part or in whole contributed to the creation of the assessment being submitted.

b. Courses should not run the same assessment twice either in the same year or in the following year. Assessments should be routinely adapted so that they differ from year to year.

Professional development and building capacity in staffa. Staff at RMIT are routinely required to undertake compliance modules every two years.

None of these modules specifically relate to core business practice, that is, learning and teaching. It is evident that the new breed of cheating requires awareness raising for those who detect and manage academic integrity. A compliance module for staff would provide a minimum standard in addressing both changes affecting the sector and also core responsibilities and practices for detection and management.

b. Assessment design and practice are the core activity for evidencing student learning. Regular forums and workshops throughout the year could be held for staff both centrally and more locally (colleges, schools, programs) to build capacity in the diversification of assessment practice. Specifically, program teams should take on a more active role in supporting the development of best practice in assessment design.

c. Education of program managers on academic integrity and the management of programs to uphold the values of academic integrity.

76

Education for students new to RMIT

As evidenced at other universities, and recommended by TEQSA, education is at the heart of building academic integrity. It still remains the most positive and effective way to establish expectations about standards, integrity and ethics. It is also an approach that applies duty of care to students’ intellectual and behavioral capability development.

There is however, a need to take a twofold approach in that; 1) a compulsory (online) module for new students, optimally taken in the first semester, informs them early of what is required for successful engagement with learning and personal development. At RMIT the Education Portfolio, led by the Library, is set to drive this initiative in 2017 and the development of a compulsory module as part of the first 60 days (F60D) of enrolment is being scoped.

And 2) an ongoing and embedded approach to education where students learn the nuances of doing the right thing, in the context of the discipline, through participation in formative and summative learning. It is widely accepted that most students are good citizens and that some of those may inadvertently make mistakes with regards to academic integrity, and so there is a need for RMIT’s educators to continually support understanding by aligning academic standards with the learning design and delivery.

It should also be noted that RMIT University is one of 40 Australasian universities who are collaborating to introduce online provision and online verification of transcripts and testamurs, to improve the integrity of awards. This initiative is being led by the Academic Registrar.

Staying ahead of the cheats

Cheating is a way of being for some people and it is safe to say that all walks of life encounter individuals and groups attempting to get ahead by unethical means. For a modern university staying abreast of new technologies is necessary. Emerging solutions can propose a new way of dealing with contract cheats such as the start-up Cadmus, developed by two Melbourne University postgraduates. Cadmus is software being trialed at Melbourne University and it takes an integrated approach comprising:

Students log in to a university system and authenticate their identity The assessment is then written and assembled in the software. During this time advanced

analytics evaluates actions such as typing behaviour to establish a norm and then starts to identify deviations from that norm.

Actions such as copy and paste, which are not necessarily a cheating action, are prompted with advice and support on citation.

Although this type of software is likely to be perceived as both invasive and inconvenient, with regard to the student experience, it certainly holds promise as an innovation that could detect contract cheating.

In the meantime, however, a practical approach to managing die-hard cheats is to create a central database of academic integrity breaches. RMIT does not currently manage this information centrally and so, analysing trends and patterns is not part of practice. Being able to understand the variables and context for breaches would enable a more effective strategy for identifying and managing academic integrity. In addition, colleges, schools and program teams would be able to identify

77

whether a case of a breach was a one-off or a case of serial cheating. Program teams could then make informed judgments on how to manage a student.

And finally, academic integrity is an ongoing practice that requires ongoing attention and ideas to ensure that standards are conveyed and maintained. It is also a whole of university activity whereby leadership and collaboration from all parts of the community is needed. And most notably it is located within programs and program team responses to the identification and management of breaches and behaviours and in the education of students to support their development as graduates of RMIT’s programs of learning,

Resources

Academic Integrity at Curtin: Staff Guidelines for Dealing with Student Plagiarism (2015) Curtin University

Academic Integrity at Curtin: Student Guideline for Avoiding Plagiarism (2015) Curtin University

Cook, H. (2016) The new way unversity cheats are being caught, The Age, 18h August.

http://musse.unimelb.edu.au/april-16-180/university-trialing-new-system-help-prevent-cheating(accessed 25/10)

Office for Learning and Teaching, 2015. Supporting Academic Integrity

QAA, (2016) Plagiarism in Higher Education: Custom essay writing services: an exploration and next steps for the UK higher education sector. The Quality Assurance Agency for Higher Education, UK

Student conduct webpage: http://www1.rmit.edu.au/browse;ID=wu00zkwz848iz

Sutherland-Smith, W. Deakin University, (2016) in person communication 22/07/2016

Tertiary Education Quality and Standards Agency, 2015. Report on student academic integrity and allegations of contract cheating by university students. TEQSA. Viewed 12/10/2016.

<http://www.teqsa.gov.au/sites/default/files/publication-documents/ReportOnAllegationsOfStudentMisconduct.pdf>

http://www.theaustralian.com.au/higher-education/university-of-melbourne-startup-cadmus-targets-cheats/news-story/f5e2677aea4a90b54f5c5ee0e4d3eee7 (accessed 17/09)

The University of Sydney (2015) An approach to minimising academic misconduct and plagiarism at the University of Sydney: Part 1 Prevention and Detection. Academic Misconduct and Plagiarism Taskforce.

The University of Sydney (2015) An approach to minimising academic misconduct and plagiarism at the University of Sydney: Part 2 staff support, student research misconduct, penalties and cultural change. Academic Misconduct and Plagiarism Taskforce.

78

http://musse.unimelb.edu.au/april-16-180/university-trialing-new-system-help-prevent-cheating

http://www1.rmit.edu.au/browse;ID=wu00zkwz848iz

http://www.teqsa.gov.au/sites/default/files/publication-documents/ReportOnAllegationsOfStudentMisconduct.pdf

http://www.teqsa.gov.au/sites/default/files/publication-documents/ReportOnAllegationsOfStudentMisconduct.pdf

http://www.theaustralian.com.au/higher-education/university-of-melbourne-startup-cadmus-targets-cheats/news-story/f5e2677aea4a90b54f5c5ee0e4d3eee7

http://www.theaustralian.com.au/higher-education/university-of-melbourne-startup-cadmus-targets-cheats/news-story/f5e2677aea4a90b54f5c5ee0e4d3eee7

Turnitin, (2015) White Paper: The Plagiarism Spectrum.

Wolverton, B. (2016) The new cheating economy, The Chronicle of Higher Education, 28th August.

Acknowledgements

This paper was written with the support of many colleagues who generously gave their time and shared their ideas. Acknowledging (in no particular order); Assoc. Professor Wendy Sutherland Smith, Assoc. Professor Debra Bateman, Dr, Garry Allan, Dr. Kai Jensen, Karen Abraham, Dr Maddy Mcmaster, Heidi Macklin, Aleisha Ting, Professor David Haywood, Deirdre Gillespie, Scott Macdonald, Michelle Hoodbhoy, Annette Sullivan and Michelle Matheson.

79

of 2


TITLE Program Innovation Initiative - Selection and Concept Design Phase

EXECUTIVE SUMMARY

Key Issues

In 2016 the Learning and Teaching Innovation Initiative worked with 10 early adopter programs to provide proof of concept of a process to support evidence-informed program innovation. Learnings from the initiative include acknowledgement that some programs require a functional response to improving curriculum before being ready to innovate. It is recommended that a transparent process be established by which programs are identified and selected into the innovation stream. This paper presents a case for Program selection and provides details about the Concept Design Phase to support ongoing program innovation at RMIT.

The EOI and the Program Innovation Concept Design process have been developed by representatives from all three College Academic Development Groups, with in principle support from the three DPVCs, L&T.

Recommendations

That Education Innovation & Quality Committee approves the process for program innovation as outlined in the Concept Design Phase.

Timing of Decisions

To ensure a timely process of Program selection for 2017 the Education Innovation & Quality committee is asked to approve this at the November meeting.

Further Information

See attached draft EOI, Concept Design Phase diagram, and Program Innovation Design Blueprint.


This paper is not confidential. The outcome should be communicated to the PVCs and Heads of School.

REMAINDER OF PAPER


An update on the Innovation Initiative was provided to Education Committee at the July 2016 meeting and the Innovation Initiative was invited to update the Committee in November.


Addressing the University Strategic goal of a transformative student experience, the Program Innovation Initiative - Selection and Concept Design Phase describes a process for the selection of programs to undertake innovative transformation (see Appendix 2 Program Innovation Initiative: Expression of Interest (EOI) & Concept Design Phase). At Step 1 programs will be identified by the School, College or Education, Innovation and Quality Committee via review of the University dashboard. Program teams can also self-identify. This process can be triggered at any stage during

80

of 2

the year, but is most likely to emerge following the Quality ARC or comprehensive review.

An EOI is produced by the program team (see draft EOI Appendix 1) which indicates the program’s readiness for change. EOIs will be endorsed by the Executive Dean/HoS, Deputy Dean, L&T and DPVC, L&T. The EOI will be reviewed by a COP Reference Group to decide appropriate action -either proceeding to the Design Phase or undertaking further work supported by the College ADG.

The Design Phase (Step 4) is detailed in the Program Innovation Design Blueprint. This phase, lasting approximately three-months, will be managed by RMIT Studios. At the completion of this phase an ROI scorecard of benefits will be provided and a decision to support to the production phase made. Decision to proceed will be endorsed by the relevant School L&T Committee, College Executive and Education Innovation & Quality Committee.


The proposed model for Program Innovation Selection and Concept Design will have financial implications for Schools (to support release of teaching staff to work on the design), Colleges (to support the Reference Group and potential ongoing work with program teams that do not proceed immediately to the Design Phase) and RMIT Studios (to lead and undertake the design process).

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

1. EOI Application

2. EOI Process and Concept Design Phase

3. Program Innovation Design Blueprint

Submitted by:

Name: A Prof Andrea Chester

Title: DPVC, L&T (DSC)


81

Program Innovation Expression of Interest (EOI)

Aim

The aim of the Innovation Initiative is to provide a process for program design and development that is data informed, co-designed and based on learner experience design principles. New and existing programs accepted into the process demonstrate that they are currently operating as a team with a focus on achieving learning experiences that are meaningful and transformational for students and will allow them to excel in a global context.

Eligibility

To take part in the Innovation Initiative, program teams are invited to submit an EOI. Details of the EOI are explained in this document. In order to be eligible, program teams must be able to demonstrate clear opportunities for program enhancement, team readiness to drive the Innovation Project and program readiness to embrace change and innovation. Proposals must be endorsed by Head of School, Deputy PVC Learning & Teaching, and Deputy Dean/Head Learning & Teaching.

Process

Upon submission of the EOI the program team will be invited to attend a session to discuss their submission and explore program/team readiness. A recommendation will be made to support the Program either through the Innovation Initiative or within the College. See Program Innovation (Appendix 2) for details.

Program Title/s

EOI Lead (Program/s Manager)

Title

Job Title

Name

Email

Phone

Campus

82

https://youtu.be/3I9r_-k8o0g

Program Readiness

What convinced you to apply to be a part this process?

Describe three possible opportunities for change that you see for your program. Please provide evidence to support these.

What enablers and barriers may exist to achieving change in your program?

Team Readiness

What have you already done as a team to establish a program identity/vision or what support would you like to establish a program identity/vision? Please provide evidence (150 words)

How do you currently work together with your stakeholders including students, industry and community? If you do not have an established way of working together or with your key stakeholders - how do you believe that the Innovation process could help you and your team?

What indicators exist that the team is ready for change? Please tell us an interesting project that the team worked on together.

Project Team

The team includes teaching staff, ongoing and sessional, course coordinators, students, Industry, relevant community representatives and a representative from the College Academic Development Group (ADG). It may also include support staff from the ADG, library, student services and other university units. All of these individuals will be involved and made aware of the initiative.

Core Project Team (6-8 members)

The core project team is a small, multi-disciplinary team that is created to work together in the design process. This team will be established after the proposal is accepted. It should consist of:

Several subject matter experts - provide expertise into content and delivery of current program, knowledge of the field

Learning designer - provides expertise in contemporary education technology and innovation in teaching and learning

Student - provides insights into the learning experience of the program (reimbursed)

Project manager - manages timelines and resources

Design lead - facilitates the design process and activities

83

Endorsed

DPVC L&T

Title

Name

Signature

Deputy Dean/Heads L&T (School)

Title

Name

Signature

Head of School

Title

Name

Signature

Submission of EOI

EOI applications are submitted to the Community of Practice Reference Group. This group will establish criteria for EOI selection.

Director RMIT Studios (Chair)

Manager ADGs (one from each College)

Learning Designers from each College ADGs

Digital Designers from each College ADGs

Senior Advisors L&T from each College ADGs

84

Appendix 1

Teaching Team Agreement Signed agreement from all Course Coordinators

Title

Name

Email

Signature

Title

Name

Email

Signature

Title

Name

Email

Signature

Title

Name

Email

Signature

85

Title

Name

Email

Signature

Title

Name

Email

Signature

86

4Concept DesignPhase

1 month

3 months

Idenficaon of programs by School,College and Educaon Commiee reviewof University dashboard, and via self selecon.

Program teamsaend theseworkshops

– School L&T Commiee– College Execuve

COLLEGEEDUCATION QUALITY &

INNOVATION COMMITTEE

2

– Program vision

– Data

– Set objecves

– Program narrave

– Program maps

– LX

– L&T principles mapping

Appendix 2 Program Innovation Initiative: Expression of Interest (EOI) & Concept Design Phase

L&T Innovation Initiative

DRAFT v.6 | 02/11/2016

EOI workshopped by Communityof Pracce (COP) Reference Group

EOI recommended toproceed to Design Phase

EOI recommended forCollege ADG development

3

5 ImplementaonPlan

6 87ROI assessmentscorecard ofbenefits

EducaonQualityCommiee

9 Do not proceedProceed

Not supportedSupported

UNIVERSITY

1 Program preparesE x pression of Interest

With assistance fromCollege AcademicDevelopment Group

EOI has endorsementof DPVC, HoS, and DHL&T

87

Program Innovation Design Blueprint a draft blueprint designed to describe the actions and interactions that occur in aprogram innovaton process that takes a co-design and design-thinking approach.

User

Possible acvies

Support resources

Weeks

Timelines

Support

Artefacts

Pitch keychallengesto programteam, mgmt,students &industry

Core project teamKey acvies

Projectdeliverables

Program team(incl programmanager, ADGmember)

SeniorManagement/RMIT University

Central Services

Community ofPracce (COP)Reference Group

Stakeholders:industry andstudents

Establishcoreprojectteam

START POINT

START POINT

Core projectteam iscreatedaer EOIapproval

Aware ofProgramEnhancemtopportunity

Select anEOI lead

Begin TeamEOI work

Explorestudentfeedback &data forprogramanalysis

Fill out EOI Get EOIendorse-ments

Sign off onEOI

AdversetheProgramEnhancem’topportunity

Provide listof services& skills/contribut’nto programenhancem’t

ProvideEOIinformaonand offersupport

Provide listof acveprojects

Support thesourcing ofcentralservices list& publicat’non website

Contributeto EOI

Create listof previousprojects

Contributewithfeedback toEOIdevelop-ment

Aendworkshoppresentaonof EOI

CompletedEOI

EOI toolkit(on theInnovaonwebsite)

5 weeks 2 weeks 12 weeks

Explanaonof ProgramApplicaonprocess(School andCollege)

List ofsupportteams andskills

Incenveslist

List ofpreviousprojectsand casestudies

List ofacve centralprojectseg. 60 DaysProject

Align withstrategicprojects

Rubric toassess EOI

Allocaonof workhours

How to:Programmappingandnarrave

Datadashboard

Pitch decktemplate

Storytellingresources

Ideaonresources

Implement-aontemplate

Pung to-gether yourcore projectteam: rolesand res-ponsibilies

TeamDiagnosc& support

Regular project updatesto management

Suggesons on updatestrategies

Parcipatein interviewsand datacollecon

Programpersona - Learners& Teachers

Recordworkshopdata

Keychallengesdocument

Implement-aon plan

Managem’tupdates

Parcipatein VisionWorkshop

WorkshopwithProgramTeam toassess EOI

AllocateRef Groupmentor toproject

Decision ofCOP RefGroup (Yes:connue,No: go toCollege ADG)

Contributeto programanalysis

Incenvesforinvolvement

SubmitEOI toCOPReferenceGroup

Work outworkplanimplicaons

Provideworkplansignoff

Establishcore projectteam

Providedata andexperse



Conductresearch/interviewswithstudents &industry





Visualisat’nof ProgramVisionresource

Aendpitchsession andfeedback




Provideexpersewhereneeded



Be availablefor tesngand feed-back

Be availablefor feed-back

Providefeedback

Providefeedback

Receiveimplement-aon plan

Receiveimplement-aon plan

Selectprojectlead

Set up com-municaon& projectupdatesstrategy

Metrics onL&T

Researchexisngmarketdata

Competoranalysis

Focusgroups

Userinterviews

Empathymapping

Informaonfromaccreding& professnlbodies

SWOTanalysis

Challenge/Visionarculaon

Programmaps

Programnarrave

Datapresent-aon

Insightgathering

Createpitch deck

Storytelling How mightwe?...exercise

Job-To-Do

Paperprototyping

Journeymapping

Studentand stafftesng/feedback

Budget resourcing/plan forimplement-aon

Programnarrave

Programmaps

Dataanalysis

Industry &sectorresearch

Userresearchincludingpersona

Programanalysis

Visionworkshop

Arculatekeychallenges/priories

Ideatelearningsoluons

Prototypelearningsoluons

Produceimplement-aon plan

Deliverimplement-aon plan

OPPORTUNITY DISCOVERY DESIGN What is this blueprint?

In service design, a blueprint acts as a map to specify and detail individual aspects of a service. Typically it highlights the acons of a user, and maps how an organisaon responds to these acons, through its own products and acons. A blueprint helps to idenfy crucial areas in a service and to coordinate people and resources at the points of need.

In this case, we have taken the “core project team” as our main user. The core project team has an aim it wants to achieve: to innovate their program to improve learning experiences for their students. To do this in a data-informed and learner-centred way, they need to take the acons as detailed in this map.

Various individuals, teams and departments in RMIT and outside, will need to take acon to support this “core project team”. Where they need to act and how, is detailed in this map.

This blueprint is based on findings from the 8 pilot programs who engaged with the LTi process and the insights from the Academic Development Groups who acted as learning designers in this project.

What is the core project team?

The core project team is a small, mul-disciplinary team that is created to work together in the design process. It should consist of:

Several subject maer experts — provide experse into content and delivery of current program, knowledge of the field

Learning designer — provides experse in contemporary educaon technology and innovaon in teaching and learning

Student — provides insights into the learning experience of the program (reimbursed)

Project manager — manages melines and resources,

Design lead — facilitates the design process and acvies

Who is on the Community of Pracce (COP) Reference Group?

Director RMIT Studios (Chair)

Manager ADGs (one from each College)

Learning Designers from each College ADGs

Digital Designers from each College ADGs

Senior Advisors L&T from each College ADGs

Deputy Dean Learning and Teaching (one from each College)

Co-design

The best way to ensure that the experiences you create, will meet the needs of your users is to engage in a process of co-design, somemes also known as parcipatory design or open design. Through co-design, you involve all of your stakeholders from the start of the design process, so the service or product you are designing is informed by their experiences and will meet their needs.

For educaonal organisaons, this means besides academic staff and professional staff also engaging and including industry contacts and students in the design or re-design process.

Some of the benefits of a co-design process are:

Generaon of ideas by stakeholders from different contextsŸ

Improved knowledge of learner and industry needsŸ

Immediate validaon of ideas or concepts for learning Ÿenhancements

More efficient decision makingŸ

A reduced development meŸ

Beer cooperaon between different people or organisaons, and Ÿacross disciplines

Students establishing a sense of learning ownership as co-Ÿdesigners

Industry involved in building industry outcomes that translate to Ÿgraduates that are ready for life and work.

UNIVERSITY

1

1

2

2

3

3

88

of 2


TITLE

Program Discontinuation (with active students): MC063 Master of Technology (Internet and Web Computing)

PLR: 1400, PPTL: 11349

EXECUTIVE SUMMARY

Key Issues

The program MC063 Master of Technology (Internet and Web Computing) and its nested awardsGD059 Graduate Diploma in Internet & Web Computing, andGC040 Graduate Certificate in Internet & Web Computing are not AQF-compliant, hence approval for formal discontinuation is being sought. Discontinuation of GD059 Graduate Diploma in Internet & Web Computing was approved by Academic Development Committee (ADC) 05-16. They are being taught out by Semester 2, 2016.

Recommendations

That the Committee note the discontinuation and approve the transition plan of the program Master of Technology (Internet and Web Computing) (MC063) and the nested awards, the Graduate Diploma in Internet & Web Computing (GD059) and the Graduate Certificate in Internet & Web Computing (GC040) to be de-activated from 31 December 2016, and recommend this for noting by Academic Board.

Timing of Decisions

Approval is sought by Education Innovation and Quality Committee at its next meeting in order to facilitate de-activation from 31 December 2016.

Further Information

Nil


Responsibility for the implementation and communication of this program discontinuation will rest with the Deputy Dean, Learning and Teaching, School of Science.

REMAINDER OF PAPER


Discontinuation of the plan GD059 Graduate Diploma in Internet & Web Computing was approved by ADC 05-16 (PLR ID number 1340). It was then understood to have no active students and the last intake of commencing students was listed as semester 1, 2015.

The academic case for the discontinuation of the Plans MC060ADV9 and MC060STD9 (with their nested awards) was considered by the College Academic Development Committee on 20 September 2016 and endorsed by the Science, Engineering and Health Pro Vice-Chancellor on 7 October 2016.

89

of 2


The program MC063 Master of Technology (Internet and Web Computing) (PLR ID 1400) and its nested awards are not AQF-compliant. They are being taught out by Semester 2, 2016. The awards nested in the plan MC063 Master of Technology (Internet and Web Computing) are:

∑ GD059 Graduate Diploma in Internet & Web Computing, and∑ GC040 Graduate Certificate in Internet & Web Computing.

Hence the program/plans will be discontinued and an AQF-compliant plan is available for students. Therefore, program transition information will be added to the program guides.

The program MC063 Master of Technology (Internet and Web Computing) and its nested awards are are not accredited by an external body. MC063 has a CRICOS code so a request for CRICOS discontinuation will be sent. A transition plan has been provided. There are 3 current domestic students in MC063. This program is not part of a double degree. There are no pending applications for any students. The last intake of commencing students was in RMIT

Semester 1, 2014 (1450). The students currently enrolled in MC063 Master of Technology (Internet and Web Computing) have agreed to complete their program by the end of second semester 2016, if unable to they can be mapped into MC208 Master of Information Technology.

Students have been informed of the discontinuation and proposed transfer to MC208 in an information session (on 13th September 2013), by email (on 13th September 2013) and a Q&A session (on 17th September 2013). A reminder email was sent with a discontinuation letter on 30th

May 2016. All 3 affected students will be transferred into MC208 Master of Information Technology which is AQF-compliant for RMIT Semester 2, 2016 (1650).


There are no resource implications other than the administrative cost of updating the program guides.

INSTITUTIONAL RISKS

Risks of Implementation: No significant risks associated with the implementation of proposed amendments.

Risks of non-implementation: The key risk of not implementing this proposal is not having accurate transition information listed on the Program Guides. Another key risk of not implementing this proposal is the unnecessary administrative overhead as a result of existence of discontinued and inactive program plans on official records. For example, they are included in PAR reports, OPIS data analysis reports and the program guide system.

ATTACHMENTS

∑ Discontinuation Form

∑ Transition Plan

∑ Letter to Students

Submitted by:

Name: Associate Professor Tom Steiner

Title: Deputy Pro-Vice Chancellor, Learning and Teaching, Science, Engineering and Health


90

of 3


TITLE

Plan Discontinuations (with active students): Plans MC060ADV9 and MC060STD9 of the Master of Computer Science (MC060) and nested awards

MC060ADV9: PLR: 1630, PPTL: 11353

MC060STD9: PLR: 1370, PPTL: 11354

EXECUTIVE SUMMARY

Key Issues

The plans MC060ADV9 Master of Computer Science and MC060STD9 Master of Computer Science with their nested awards are not AQF-compliant.

The awards nested in the plan MC060ADV9 Master of Computer Science are:

∑ GD057 Graduate Diploma in Information Technology, ∑ GD058 Graduate Diploma in Software Engineering, ∑ GC038 Graduate Certificate in Information Technology, and ∑ GC039 Graduate Certificate in Software Engineering.

The awards nested in the plan MC060STD9 Master of Computer Science are:

∑ GD055 Graduate Diploma in Computing, ∑ GD059 Graduate Diploma in Internet & Web Computing, ∑ GC077 Graduate Certificate in Computing, and∑ GC040 Graduate Certificate in Internet & Web Computing.

They are being taught out by Semester 2, 2016 so approval for formal discontinuation is sought.

Recommendations

That the Committee note the discontinuation and approve the transition plans of the plans MC060ADV9 and MC060STD9 (with their nested awards) of the Master of Computer Science(MC060) to be de-activated from 31 December 2016, and recommend this for noting by Academic Board.

Timing of Decisions

Approval is sought by Education Innovation and Quality Committee at its next meeting in order to facilitate de-activation from 31 December 2016.

Further Information

Nil


Students have been informed of the discontinuation and proposed transfer to MC208 in an information session (on 13th September 2013), by email (on 13th September 2013) and a Q&A session (on 17th September 2013). A reminder email was sent with a discontinuation letter on 30th

May 2016.

Responsibility for the implementation and communication of the discontinuations will rest with the Deputy Dean, Learning and Teaching, School of Science.

99

of 3

REMAINDER OF PAPER


The plan MC060 was previously approved for discontinuation by Academic Development Committee (ADC) 05-16 as MC060 Master of Applied Science (Information Systems). It was then understood by the then School of Computer Science and Information Technology that there were no current students or any pending applications with the last intake being semester 1, 2005. GD058 Graduate Diploma in Software Engineering and GD059 Graduate Diploma in Internet & Web Computing were also both approved for discontinuation by ADC 05-16.

The academic case for the discontinuation of the Plans MC060ADV9 and MC060STD9 (with their nested awards) was considered by the College Academic Development Committee on 20 September 2016 and endorsed by the Science, Engineering and Health Pro Vice-Chancellor on 7 October 2016.


MC060ADV9 Master of Computer Science Advanced Plan and MC060STD9 Master of Computer Science, Standard Plan and their nested awards are not AQF-compliant and are not accredited by an external body. Hence the program/plans will be discontinued and an AQF-compliant plan is available for students.

Both plans will be taught out by Semester 2, 2016. Transition plans have been provided and program transition information will be added to the program guides. Both MC060ADV9 and MC060STD have a CRICOS code so a request for CRICOS discontinuation will be sent.

These plans are not part of a double degree.

There is 1 current domestic student in the MC060ADV9 plan. The student currently enrolled has agreed to complete their program by the end of second semester 2016, if unable to complete the student can be mapped into MC208 Master of Information Technology or MC061 / Plan MC061P14 Master of Computer Science.

There are 4 current domestic students in the MC060STD9 plan. The students currently enrolled have agreed to complete their program by the end of second semester 2016, if unable to complete they can be mapped into MC208 Master of Information Technology.


There are no resource implications other than the administrative cost of updating the program guides.

INSTITUTIONAL RISKS

Risks of Implementation:

No significant risks associated with the implementation of proposed amendments.

Risks of non-implementation:

The key risk of not implementing this proposal is not having accurate transition information listed on the Program Guides. Another key risk of not implementing this proposal is the unnecessary administrative overhead as a result of existence of discontinued and inactive program plans on official records. For example, they are included in PAR reports, OPIS data analysis reports and the program guide system.

100

of 3

ATTACHMENTS

Master of Computer Science - Program Code MC060, Plan Code MC060ADV9


∑ Transition Plan


Master of Computer Science - Program Code MC060, Plan Code MC060STD9


∑ Transition Plan


Submitted by:




101

of 2


TITLEPlan discontinuation: MC150 Master of Social Work

PPTL ID: 11735 PLR 1790

EXECUTIVE SUMMARY

Key Issues

This submission seeks retrospective approval for the discontinuation of MC150 Master of Social Work plan.

In preparation for 2015 reaccreditation, the program proposed significant structural changes during the program development cycle in 2014. The proposed amendment to the program structure was approved by DSC College Board in June 2014 however the advice to create a new plan was given after the approval and the formal process for discontinuing the existing plan was overlooked. The plan was closed for future intake for both domestic and international applicants. Students who commenced their studies prior to 2015 were informed of the change in August 2014. These students are currently being taught out in the old plan and will have until the end of 2017 tocomplete their studies.

The introduction of the new web architecture now enables plans to be displayed on the program summary pages. This is due to linkages between students systems and the web site. As this plan has not been formally discontinued in the student systems, the old plan is being displayed on the program summary page. This has resulted in confusion for applicants about which plan to apply for.

Recommendations

That Education Innovation and Quality Committee approve the discontinuation of the Plan for MC150 Master of Social Work and note the Transition Plan for MC150 Master of Social Work Plan (in operation since August 2014).

Timing of Decisions

This request is urgent as marketing collateral is currently still showing the old plan. Formal approval is required to make the changes in the student administration systems which drive the web marketing material.

Further Information

N/A


Once formally approved, these changes will be communicated by the Manager Academic Services and Senior Coordinator Admissions and Pathways to marketing and web teams and the Program Director and school contacts as appropriate.

REMAINDER OF PAPER


MC150 program amendment approved by College Board 29 August 2014.

118

of 2


N/A


N/A

INSTITUTIONAL RISKS

As the old plan is still displaying on the prospective student program summary page there we risk confusing our market and possible breach of advertising regulatory requirements.

ATTACHMENTS

∑ 2014 Submission to DSC College Board for MC150 program amendments

∑ Discontinuation of HE form and Transition arrangements

Submitted by:

Name: Associate Professor Andrea Chester

Title: Deputy PVC, Learning and Teaching, College Of Design & Social Context


119

Submission to College Board

TITLE Plan discontinuation:

MC150 Master of Social Work

EXECUTIVE SUMMARY

Key issues

This submission seeks retrospective approval for the discontinuation of MC150 Master of Social Work plan.

In preparation for 2015 reaccreditation, the program proposed significant structural changes during the program development cycle in 2014. The proposed amendment to the program structure was approved by DSC College Board in June 2014 however the advice to create a new plan was given after the approval and the formal process for discontinuing the existing plan was overlooked. The plan was closed for future intake for both domestic and international applicants. Students who commenced their studies prior to 2015 were informed of the change in August 2014. These students are currently being taught out in the old plan and will have until the end of 2017 to complete their studies.

The introduction of the new web architecture now enables plans to be displayed on the program summary pages. This is due to linkages between students systems and the web site. As this plan has not been formally discontinued in the student systems, the old plan is being displayed on the program summary page. This has resulted in confusion for applicants about which plan to apply for.

Timing of Decisions

This request is urgent as marketing collateral is currently still showing the old plan. Formal approval is required to make the changes in the student administration systems which drive the web marketing material.

Further significant information

N/A

Communication and confidentiality considerations.

Once approved, these changes will be communicated by the Manager Academic Services and Senior Coordinator Admissions and Pathways to marketing and web teams and the Program Director and school contacts as appropriate.

BACKGROUND AND PREVIOUS CONSIDERATION BY COMMITTEE/BOARD MC150 program amendment approved by College Board 29 August 2014.


N/A

FINANCIAL IMPLICATIONS N/A

INSTITUTIONAL RISKS As the old plan is still displaying on the prospective student program summary page there we risk confusing our market and possible breach of advertising regulatory requirements.

120

DocRef: TRIM

Page 2 of 10

ATTACHMENTS

Attachments required for endorsement/approval of the proposal are listed here.

2014 Submission to DSC College Board for MC150 program amendments Discontinuation of HE form and Transition arrangements

Endorsed by:

Name: Pam Trannore Title: Manager, Academic Services, DSC College Office


Submitted by:

Details of Committee/Board member submitting this proposal

Name: Andrea Chester Title: Deputy PVC, Learning and Teaching Date: 13 October 2016

121

DocRef: TRIM

Page 3 of 10

Discontinuation of higher education program (or plan)

Before completing this form, please read the Discontinuation and transition instruction – higher education on the Program and Course Life-cycle Instructions and Forms web page. The instruction sets out the steps that must be followed in registering the intent to discontinue a program/plan, planning the discontinuation/transition, and obtaining approval for these. That instruction and this form are supporting documents to the Program and course life-cycle procedure. This form is for: notifying Course and Program Administration in the Academic Registrar’s Group and International Admissions of a

program that is to be discontinued and inactivated (section A) identifying whether the program has active students (section A) and, if so, preparing the transition plan for these

(section B) submitting the transition plan to be endorsed by College committees and approved by Policy and Programs

Committee (section B). You must complete section A. If you establish that the program/plan to be discontinued has active students (see sections 14-17), you must complete section B (transition plan). Submission of form: Send the approved discontinuation form (and Transition Plan and supporting documents if applicable) to: College Academic Development or Academic Services Group. NOTE: This form is for discontinuation and inactivation of programs and plans only. To close a program for one intake for profile reasons, contact your College Admissions Manager.

SECTION A – DISCONTINUATION FORM

Contact details

1. Discontinuation coordinator

2. School [PLR field] Global Urban and Social Studies

3. College [PLR field] Design and Social Context

Details of program to be discontinued

4. Program code MC150

5. Program title [PLR field] Master of Social Work

6. Plan code(s) MC150

7. Plan title(s)

(if different from program title) Master of Social Work

8. Program Life-cycle Register ID number

Discontinuations of higher education programs/plans must be registered on the Program Life-cycle Register before they can be actioned.

9. CRICOS code

Yes No

CRICOS Code: 058234C

Inactivation of a plan code or program code with no active students means any CRICOS registration will be cancelled.

10. Campus / Location [PLR field]

Australian campus

Campus outside Australia

OUA

Partner outside Australia

<Insert name of Australian campus>

<Insert name of campus outside Australia>

<Insert name of partner>

Partner or client

Workplace Name

122

DocRef: TRIM

Page 4 of 10

11. Accreditation

Is this program accredited by an external body?

Yes No

If yes, name of the external body or bodies:

Australian Association of Social Workers (AASW) http://www.aasw.asn.au/

12. Discontinuation type

Tick one only:

Discontinuation of whole program *with / without replacement

Discontinuation of plan *with / without replacement

Change of title* only

Discontinuing offering at a partner outside Australia with* / without replacement

* Note: if replacing with new offering or change of title to existing program complete the Replacement program/plan detail in sections 26 ff below.

13. Are you teaching the program out?

Yes No

14. Active students Are students either currently enrolled or on leave of absence in the following categories active in the program/plan?

Domestic students

International Students studying at an RMIT Australian campus

RMIT students at a partner institution

RMIT students in a dual award concurrently enrolled in another institution

RMIT students at a campus outside Australia

OUA students

15. Current enrolment data (Including LOA and deferred)

Number of Domestic students: 55

Number of International students: 2

16. Applicants

Does the program being discontinued have applications for future intakes?

Domestic Yes No

If yes, list number of students

Number of students with Accepted Offers

Number of students with Offers (full and conditional)

Domestic

Contact your College Admissions Manager to find out how to obtain this information.

International Yes No

If yes, list number of students

Number of students with Accepted Offers

Number of students with Offers (full and conditional)

INTON

Contact [email protected] to find out how to obtain this information.

Note: Future intake data will include current RMIT students with a package offer and deferred applicants.

17. Have applicants accepted an advanced standing place for the program being discontinued?

N/A

123

DocRef: TRIM

Page 5 of 10

18. Is this program/plan part of a sequence or nested program?

Is this program part of a nested intermediate award set?

No

Yes – this program is the highest program in a nested sequence

Yes – this program is nested below a higher program, and is an exit-only program

Yes – this program is nested below a higher program, and this program allows entry

If yes, list affected program /plan codes and titles: Where a discontinued program code or plan code is the parent of one or more nested intermediate award programs/plans, these need to be considered in the transition planning questions in the later sections of this form.

19. Is this program/plan part of a double degree, or a dual award program?

Is the discontinued program / plan also part of a double degree program?

No

Yes – this requires consultation with the other Program (Plan) Managers, Deans/Heads of School, and College learning and teaching staff.

If yes, list affected program /plan codes and titles: Where a discontinued program or plan code is a component of a double degree, the double degree program is also affected.

20. Does this program have a current internal pathway agreement or an external articulation or advanced standing agreement?

No

Yes

If yes, list details: RMIT affected program /plan codes and titles: External Institution details:

If replacing the discontinued program, ensure that articulation or pathway agreements have been renegotiated with replacement program. Existing agreements will be honoured until new agreement has been approved.

21. Teaching period and year of last intake for commencing students. [PLR field]

Teaching period: 1450 Year: 2014

Refer to table of teaching periods at the end of this form.

22. What profile target is set for the first affected intake?

(In EFTSL) N/A

23. Date on which program/plan is to be made inactive

Date: ASAP

The date when the program will be made inactive. By this date students must have completed the program or will be transferred to a replacement program/plan.

24. Rationale for discontinuation [PLR field]

The program was reaccredited in 2015 with the Australian Association of Social Workers (AASW). The program structure was amended to ensure alignment with the content and standards required by the new Australian Association of Social Workers Education and Accreditation Standards (ASWEAS). Due to the complexity of the amendment a new plan was created and the old plan discontinued for new students. Students who commenced in the plan prior to 2015 are being taught out in the old plan.

Replacement program / plan detail

124

DocRef: TRIM

Page 6 of 10

25. Replacement program/plan code and program/plan title

Will this program/plan be replaced by:

An existing, approved program/plan

A new program/plan that is currently in the program approval process

Code: MC150P15

Title: Master of Social Work

26. CRICOS code of replacement program/plan

Will the replacement program/plan be offered to international onshore students?

Yes No

Have you applied for CRICOS registration for the replacement program?

Yes No

Note: No change to CRICOS CODE 058234C

27. Teaching period and year of replacement program/plan introduction

Teaching period: 1510 Year: 2015

Refer to table of teaching periods on page 5 of this form.

28. Replacement program accreditation

Is the replacement program subject to accreditation?

Yes No

If yes, has accreditation of the replacement program occurred?

Yes No

If no, immediate action is required to secure accreditation. This discontinuation process cannot proceed until the replacement program has secured accreditation.

Discontinuation and transition plan

Note: If there are active students in the program a transition plan needs to be developed, attached to this form and approved by Policy and Programs Committee before the discontinuation can proceed. Complete Section B of this form.

29. Endorsement and Approval

Endorsement: Dean/Head of School

Name:

Signature: Date:

Endorsement (only required where discontinuation includes an offering at an RMIT partner) RMIT manager responsible for partner relationship (if a partner outside Australia, this is the Assistant Director, Transnational Education)

Name:

Signature: Date:

Approval: College Pro Vice-Chancellor

Name: Signature: Date:

125

DocRef: TRIM

Page 7 of 10

Acronyms ARG Academic Registrar’s Group CPA Course and Program Administration OUA Open Universities Australia SAMS Student Administration Management System PPC Policy and Programs Committee

Teaching periods Prefix with last 2 digits of the year

(e.g., 2018)

Term codes ending in

Type

18 05 TAFE/PREP Term 1

18 45 TAFE/PREP Term 2

18 10 HE Semester 1

18 50 HE Semester 2

18 80 HE Spring (Sep – Dec)

18 00 HE Summer (Jan – Mar)

18 06 OUA PGRD Session 1



18 07 OUA UGRD Study Period 1




18 20 OFFSHORE Quarter 1




18 91 RMIT VIETNAM Trimester 1



126

DocRef: TRIM

Page 8 of 10

SECTION B – TRANSITION PLAN Instruction: The transition plan must be approved by Policy and Program Committee (PPC) before the discontinuation can proceed. Submit Section B only with a PPC submission cover sheet and other relevant documentation as outlined in the Documentation required by academic committees for RMIT accredited program proposals. Use relevant information from Section A of this form to complete the transition plan and attach samples of letters to students.

1. Program code and title of program being discontinued

Code: MC150


2. Discontinuation type

Tick one only

Discontinuation of whole program *with / without replacement

Discontinuation of plan *with / without replacement

Discontinuing offering at a partner outside Australia with* / without replacement

Change of title* only

Note: if replacing with new offering or change of title to existing program complete the replacement program/ plan detail section below.

3. Insert replacement program code and title if relevant

Code: MC150P15


4. Arrangements for students Teach out End date: 31 Dec 2017

Transfer to replacement program

5. Description of the consultation with students that has occurred.

Students were advised of the introduction of the new plan and teach out arrangements via email sent on 29 August 2014 and have had ongoing individual academic advisement.

6. If some students will be allowed to complete the old program/plan, the rationale for allowing this

The program underwent a reaccreditation. As a result a number of changes were recommended by the accrediting body which had a substantial impact on the program structure. Due to the complexity in mapping students to the new structure the recommendation was to teach out current students.

Program guide content

7. Transition statement

For the program/plan being discontinued.

In 2015, the Master of Social Work program structure will be amended. New students from 2015 will enrol into the new structure under the new program plan MC150P15 Master of Social Work.

If you commenced your studies in the program prior to 2015 you will have the opportunity to complete your qualification in the current structure. The current plan will be formally closed at the end of 2017.

If you are unable to complete MC150 by the end of 2017 you will be transitioned to the new plan and structure MC150P15 for 2018. You will receive an individual transition map and further academic advice will be available. If you are undertaking a reduced load, are on Leave of Absence (LOA), or have deferred studies you will not be disadvantaged by the change of program structure. You will not incur any extra costs or be required to complete extra credit points as a result of this change in program.

8. Transition statement

If students are being transferred to replacement program

N/A

9. Articulation and pathways section

N/A

Note: existing articulation and pathways agreements will be honoured until a new agreement has been negotiated and approved.

127

DocRef: TRIM

Page 9 of 10

Letter(s) to current students and applicants

10. Teaching out

Students were advised via email on 29 August 2014. See attached

Original teach out period was to end of 2015. Subsequent request from the School has been to extend this period to end of 2017. Transition statement for the program guide has been amended to reflect this request.

OR

11. Transferring students to replacement programs

Letter to active domestic students See attachment B

Letter to active international students See attachment C

Letters to domestic Australian applicants (not yet offered, and offered – including those who have deferred their offer) Including information on replacement or alterative programs. See attachment D Please note: International Admissions will write letters to international applicants for study in Australia: there is no need to include these letters with the transition plan.

128

DocRef: TRIM

Page 10 of 10

129

10/11/2016 RMIT University Mail Fwd: Amendments to the Master of Social Work program in 2015

https://mail.google.com/mail/u/0/?ui=2&ik=3b261c2933&view=pt&search=inbox&msg=157b1d9fa9bbeb3d&siml=157b1d9fa9bbeb3d 1/3

Pam Trannore <[email protected]>

Fwd: Amendments to the Master of Social Work program in 2015

Socialwork RMIT <[email protected]> 11 October 2016 at 14:46To: Pam Trannore <[email protected]>

Hi Pam,

Copy of the email sent to MC150 students in relation to changes the MSW is 2015.Social Work AdministrationBuilding 37 Level 3

Social Work ProgramsSchool of Global, Urban and Social StudiesRMIT UniversityGPO Box 2476Melbourne Vic 3001

+61 3 9925 3284 (John)+61 3 9925 2448 (Adrienne Bowd) Email: [email protected] Fax: +61 3 9925 8266CRICOS Provider Code: 00122A

This message contains privileged and confidential information intended for the use only of the addressee named above. If you are not theintended recipient of this message, you must not disseminate, copy or take any action in relation to it. If you have received this message in error,please immediately notify the sender at the above address.

Forwarded message From: Angelika Papadopoulos <[email protected]>Date: 29 August 2014 at 16:00Subject: Re: Amendments to the Master of Social Work program in 2015To: "[email protected]" <[email protected]>Cc: Pierre Hayek <[email protected]>, "[email protected]" <[email protected]>,Charlotte Williams <[email protected]>, Chris Maylea <[email protected]>, Christine Craik<[email protected]>, Jenny Martin <[email protected]>, John Whyte <[email protected]>,Judy Williams <[email protected]>, June Allan <[email protected]>, Linette Hawkins<[email protected]>, Martyn Jones <[email protected]>, Mish Colla <[email protected]>,Ronnie Egan <[email protected]>, Socialwork RMIT <[email protected]>, Sonia Martin<[email protected]>

Dear Students,

This email contains important information and advice on recent amendments to the program. All

new students from 2015 will enrol ina revised program plan MC150 (P15).

The majority of

students currently enrolled will be able to complete under the current program plan MC150 (MC150).

Please note these changes

will not affect you if you plan to graduate in 2014or by the end of 2015.

Current students (and some on nonstandard e.g. parttime pathways) will need to review their course enrolment fornext semester. Please read the detailed explanation below

130

mailto:[email protected]



















, or skip to the section called How Might the Changes Affect Me?

DETAILED EXPLANATION:

As part of continual improvement and alignment with accrediting bodies, the Master of Social Work has undergone arecent period of review and modification. Two major developments have informed the need for program review.

The first is the release of new Education and Accreditation Standards by the AASW in 2012 which has introducednew essential curriculum requirements for all accredited Social Work programs in Australia.

The second is the introduction of a revised Australian Qualifications Framework (AQF),

which provides standards against which all Australian University qualifications must be aligned to ensure qualificationoutcomes remain relevant and are consistent across all providers.

The review of the MSW program has drawn on feedback from students via the Student Experience Surveys, CourseExperience Surveys and the Staff Student Consultative Committee meetings. There has been consultation withindustry partners and the program advisory committee. A national benchmarking exercise against all other Master ofSocial Work programs in Australia has been conducted in developing the new program plan.

As part of this process the Master of Social Work (MC 150P15) has been approved as an AQF Level 9 (Masters level)program.

Key changes that have been effected as part of this process have been the consolidation and relocation of the contentof some courses, the introduction of new courses to address specific curriculum content requirements and thedevelopment of a minor thesis pathway through the program. You can view the new program plan at this link (in thesection ‘Program Delivery and Structure’)

The minor thesis pathway is designed for students who are interested in higher degrees by research (Masters byResearch or PhD); and/or seek to specialise in research intensive areas of the social work profession.

HOW MIGHT THE CHANGES AFFECT ME?

There are three possible scenarios for

current students in the program:

1. For students who intend to complete the Master of Social Work by the end of 2015, please check yourenrolment against the current program structure to confirm what courses you will need to complete theprogram by the end of next year.

2. For students who will not have completed the program requirements by the end of 2015 an individualprogram plan will be developed in consultation with you that will involve you making key decisions as towhen you will undertake particular courses and in what sequence.

3. For students who are currently enrolled but who would like to select options that have become possiblethrough the new program plan (e.g. a minor thesis path) you will need to contact the program administrationofficer to organise a meeting with the Program Manager to consider options for 2015 and beyond.

All students should ensure they have completed any application for credit transfer/recognition of prior learning priorintended as part of their program progression.Changes to the program structure will take effect in 2015.

Implications for current 1st year Students

If you have not completed all first year courses in the old plan by the end of this year please contact us throughemailing [email protected], and in the subject of your email put MSW enrolment 2015 so that we candevelop an individual transition plan for your 2015 enrolment.

Implications for current 2nd year students

If you have courses that you haven’t completed by the end of 2014, you will have the opportunity to enrol in secondyear courses under the current program plan through to the end of 2015.

If you think you will not have completed the program requirements by the end of 2015 we will need to develop anindividual transition plan for you. Again please contact us through emailing [email protected] and in the subjectof your email put MSW enrolment 2015

Implications for those with nonstandard student careers

131

http://www.aasw.asn.au/careers-study/education-standards-accreditation

http://www.aqf.edu.au/

http://www.aqf.edu.au/

http://www.rmit.edu.au/handbook/mc150p15auscy

http://www.rmit.edu.au/programs/structure/mc150auscy





If you do not fit neatly into one of the categories above you are advised to consider the mixof transition arrangements that are outlined above

If you are undertaking a parttime load, are on Leave of Absence, have deferred your studies or have notsatisfactorily completed some of your courses, your individual circumstances will be considered and an individualstudy plan will be developed, aligning with University policies and procedures.

If you have questions or concerns regarding the changes or would like assistance regarding your programprogression, please contact administrative staff at [email protected] and in the subject of your email put MSWenrolment 2015.

with regardsAngelika

Angelika Papadopoulos PhDProgram Director, Master of Social WorkSchool of Global, Urban & Social Studies RMIT UniversityGPO 2476Melbourne 3001 Victoria Australia Tel. +61 3 9925 3338 Fax: +61 3 9925 1855Email: [email protected] www.rmit.edu.au

132



http://www.rmit.edu.au/

of 4


TITLE

Diploma of Biotechnology (DP011 / DP011, DP011GZU)PLR: 1760 PPTL: TBA

Diploma of Engineering (Biomedical Engineering) (DP012 / DP012, DP012GZU)

PLR: 1750 PPTL: TBADiploma of Health Science (Chinese Medicine) (DP013 / DP013, DP013GZU)

PLR: 1370 PPTL: TBADiploma of Health Science (Pharmaceutical Science) (DP014 / DP014, DP014GZU)

PLR: 1770 PPTL: TBADiploma of Laboratory Medicine (DP015 / DP015, DP015GZU)

PLR: 1740 PPTL: TBA

New Offerings - via Partner (Guangzhou University of Chinese Medicine)(5 Higher Education Diploma Programs)

EXECUTIVE SUMMARY

Key Issues

RMIT has been invited by Shenzhen Municipal Government to form a Tier 2 (non-independent) joint institution (GZUCM-RMIT Institute of Life Sciences and Bioengineering (“GRI”)) in partnership with the Guangzhou University of Chinese Medicine to support rapid economic development in Shenzhen. The proposed collaboration focuses on delivering five new Higher Education Diplomas, five existing undergraduate (Bachelor) degrees, and four existing postgraduate (Master) degrees (with individual programs commencing over the period 2018-2021). PhD programs will also be available. RMIT programs will be delivered in English.

Approval from RMIT for delivery of these programs is sought at this stage to enable application to the Chinese Ministry of Education early in 2017. This is necessary to gain required in-country approvals and to allow planning and construction of the campus in Shenzhen to proceed and be ready for commencement of programs in September 2018.

This proposal concerns the five new one-year duration Higher Education Diplomas (listed above), which are designed as a pathway into their respective undergraduate degrees. The Diplomas are an alternative to the first year of the degree program. Students will be eligible to articulate to the second year of the degree program after successful completion of the Diploma. A key feature of the Diploma is the incorporation of embedded English for Academic Purposes contextualised to the study discipline; this will support students in concurrent improvement of English and their disciplinary knowledge and skills.

The discipline content and learning outcomes of one of these Diploma programs will be essentially the same as those of the first year of the corresponding Bachelor program. Students will be able to articulate to the second year of the relevant Bachelor program after completion of the Diploma. The Diploma will be taught in a way that prepares students learning in China for Australian-style education. This model has been used successfully by the College of Business in China, Melbourne, and Indonesia.

Recommendations

That the Committee endorse, for approval by Academic Board, the introduction of five new higher education diploma programs in partnership with Guangzhou University of Chinese Medicine:

Commencing Semester 1 (September, China) 2018:

∑ Diploma of Biotechnology (DP011 / DP011, DP011GZU)∑ Diploma of Health Science (Chinese Medicine) (DP013 / DP013, DP013GZU)

133

of 4

∑ Diploma of Health Science (Pharmaceutical Science) (DP014 / DP014, DP014GZU)


∑ Diploma of Laboratory Medicine (DP015 / DP015, DP015GZU)


∑ Diploma of Engineering (Biomedical Engineering) (DP012 / DP012, DP012GZU)

Timing of Decisions

Approval is sought by Academic Board at its next meeting in order to facilitate implementation in Semester 1 (September, China) 2018, 2019 & 2020 (as listed above)

Further Information

N/A


Responsibility for the implementation and communication of the new offerings will rest with the Deputy PVC, Learning and Teaching, College of Science, Health and Engineering; the Deputy Dean Learning and Teaching, School of Health and Biomedical Sciences; the Deputy Dean Learning and Teaching, School of Engineering; and Deputy Dean Learning and Teaching, School of Science.

REMAINDER OF PAPER


The Academic Case for this proposal was endorsed by the Deputy PVC, Learning and Teaching on 04 November 2016. It will be submitted to the SEH Academic Development Committee for their meeting on 17 November 2016, recommending PVC endorsement prior to the next Academic Board Meeting 10/16 (5 December).


The disciplines of Biomedical and Health Sciences have been identified as a priority area for capacity building and international collaboration by the Ministry of Education (MoE) in China and the Guangdong Provincial Government. The Chinese Government has strategically invested in Guangdong to build a strong province in Health Sciences in China. Shenzhen is geographically located next to Hong Kong and Macau with numerous international Health Sciences related companies and foreign residents requiring health services. High quality Health and Biomedical Science graduates who are competent in English are in high demand for clinical practice and in local industry employment.

The Higher Education Diplomas at GZUCM-RMIT will provide an entry point for high achieving students in China to cognate undergraduate in health, biomedical science, biotechnology and biomedical engineering.


The partner academic institution, GZUCM, has made the following projections for the Diplomas based on their understanding of local demand for respective destination degrees:

DP011GZU: 65 EFTSL annual commencement for the first years, rising to 85 EFTSL annual commencement in following years - BP226GZU Bachelor of Science (Biotechnology)

DP012GZU: 50 EFTSL annual commencement for the first two years, rising to 70 EFTSL annual commencement in following years - BH069GZU Bachelor of Engineering (Biomedical Engineering)

134

of 4

(Honours)

DP013GZU: 60 EFTSL annual commencement for the first two years, rising to 90 EFTSL annualcommencement in following years - BP278HGZUDD Bachelor of HealthSc/B.AppSc (Chinese Medicine)

DP014GZU: 50 EFTSL annual commencement each year - BP311GZU Bachelor of Science (Pharmaceutical Science)

DP015GZU: 50 EFTSL annual commencement each year - BPBP147GZU Bachelor of Biomedical Science (Laboratory Medicine)

Income to fund delivery of this program will come from multiple sources:

1. Tuition fees (Chinese students)2. Government grants which subsidise Chinese students3. International student fees4. Government special funding

RMIT will be paid for its delivery of services as a reimbursement. The gross margin from delivery of these programs will be small. The return to RMIT will be primarily from research training, research grants, and commercialisation of research. Delivery of coursework programs is part of RMIT’s contribution to the partnership and a way of building the pipeline of research students and research professionals.

The delivery model for the proposed Higher Education Diploma programs involves:

∑ Limited fly-in/fly-out teaching visits ∑ Utilisation of VE staff where possible∑ Utilisation of staff recruited by the joint Institute to support delivery of the program, including

technical discipline specialists and English language teachers

Close to 50% commonality in use of courses and teaching staff for the five Diploma programs

INSTITUTIONAL RISKS

Using RMIT Risk Management Procedure, a full risk assessment reveals a moderate risk rating for RMIT. The risk register has identified six risks with a number of mitigation strategies attributed to each. A summary of the broader financial, operational and reputational risks have been addressed below:

Financial Risks

Financial risks are low given that the proposed presence requires a small capital injection (approximately $250,000 in start-up capital equivalent to RMB Yuan 1 million). Other start-up costs and ongoing operational costs will be determined through the agreed financial model following the MoE approval of the Joint Institute. The Institute is to keep program delivery cost neutral.

China is an established market for RMIT. RMIT is familiar with the operating environment through many years of collaboration with a transnational education partner in Shanghai.

Operational and Travel Risks

RMIT will ensure the operational and academic quality assurance responsibilities are reflected in the respective umbrella agreement as well as relevant annexures. Academic and operational risks are further safeguarded by the MoE, which regulates the Sino-Foreign partnerships. There is a low degree of risk associated with travelling to China for RMIT teaching visits to GZUCM. The Department of Foreign Affairs and Trade (DFAT) travel advice shows a low risk rating (as at July 2016). Travel decisions will be based on current world events using the briefings provided by DFAT as well as other official agencies. RMIT staff will also be covered by the RMIT medical and evacuation policies and appropriate insurance is in place.

Reputation Risks

A high level of assessment of the Chinese market, including risks and economic growth, has been

135

of 4

undertaken at a regional (Guangdong) and city level (Shenzhen). There are longer-term reputational risks around the presence not succeeding in achieving its targets and aspirations or if RMIT was to exit from the established presence. Appropriate mitigation strategies for this scenario will be developed through the more detailed business case. There is a short-term reputational risk associated with a scenario where RMIT was to withdraw from the subsequent negotiation following signing of the agreement. This risk is mitigated by RMIT being clear in its communications with the partners explaining that a more detailed business case is required and that this is subject to formal approval by the VC’s Executive and Council prior to submitting an application to the MoE.

The longevity of the partnership with GZUCM and successful existing research collaborations are mitigating circumstances.

ATTACHMENTS

∑ DP011 Diploma of Biotechnology Program Guide

∑ DP012 Diploma of Engineering (Biomedical Engineering) Program Guide

∑ DP013 Diploma of Health Science (Chinese Medicine) Program Guide

∑ DP014 Diploma of Health Science (Pharmaceutical Sciences) Program Guide

∑ DP015 Diploma of Laboratory Medicine Program Guide

Submitted by:



Date: 4 November 2016

136

Program Guide

Program: DP011 Diploma of Biotechnology

Plan: DP011GZU Diploma of Biotechnology

Campus: CHNGZ GZUCM-RMIT Institute

Version: 1.0

Status: Submitted

Last Updated: 04/11/2016 09:37

Published From:

Published To:

Proposed Year of Introduction: 2018

Type of Amendment:

New Program

Change Description:

Change Reason:

137

Program Guide

Page 2

Program GuideAward title: Diploma of Biotechnology

Award abbreviation: DipBiotech

Total credit points: 96

Career: UGRD

Duration: One Year

Location: GZUCM-RMIT Institute of Life Science & Bioengineering

Owning school: Science (171H)

Owning school URL: www.rmit.edu.au/about/our-education/academic-schools/science/

Partnered Offering/Corporate Client:

ASCED Code: 010900

CRICOS Code:

Proposed introduction: Semester One,2018 (September)

Program proposer details: Associate Professor Tom SteinerPh: +61 3 9925 9613E: [email protected] Associate Professor Mark OsbornPh: +61 3 99257126 E: [email protected] Dr Taghrid IstivanPh: +61 3 99257107E: taghrid.istivan @rmit.edu.au

External Accreditation and Industry Links

The discipline of Biotechnology has extensive links with industry through their Program Advisory Committees(PACs), through research projects and consulting, and through their professional placement program.Employers and industry professionals are members of these Program Advisory Committees, and havecontributed both to the initial development and ongoing improvement of this program. Their involvementensures that your diploma and undergraduate degree program will remain relevant to your needs as agraduate and to the needs of graduate employers. Industry links include medical and scientific researchinstitutes, commercial companies (manufacturing and consulting), government departments and variousprofessional bodies.

Students graduating from the degree program BP226 Bachelor of Science (Biotechnology) at GZUCM-RMITInstitute of Life Science and Bioengineering may be eligible for membership of national and internationalprofessional associations.

The Diploma of Biotechnology is offered only as a pathway into the Bachelor of Science (Biotechnology).

Purpose of the Program

The Diploma of Biotechnology is designed to equip students at the GZUCM-RMIT Institute of Life Sciencesand Bioengineering with knowledge and skills in relevant disciplines, together with enhanced academicEnglish language proficiency relevant to those disciplines, thus enabling them to articulate seamlessly intoYear 2 of the Bachelor of Science (Biotechnology) program (which will also be offered at GZUCM-RMIT).The BP226 Bachelor of Science (Biotechnology) program provides a combination of basic and advancedknowledge and 'hands on' techniques taught in laboratory practicals. BP226 graduates will be ready to movestraight into the burgeoning field of biotechnology, equipped with skills in genetic engineering, industrialmicrobiology, bioinformatics, and regulatory, ethical and legal issues in biotechnology. You will be able tospecialise in microbiology or molecular biology depending on their intended career.

The Diploma program is delivered in full time mode. It consists of eight courses (96 credit points).The program structure is the same or equivalent to that offered in the first year of the Bachelor of Science(Biotechnology) program. Where there is equivalence, you can seek credit transfer for courses successfullycompleted as you articulate from the Diploma into Year 2 of the degree program.

The following courses will provide the scientific foundation for your future studies and career in biotechnology:Biology of the Cell; Principles of Human Biology; Introduction to Microbiology, Immunology and Genetics;

138

Program Guide

Page 3

Plant Structure and Function; Chemistry Principles; Chemistry for Life Sciences; Statistics and Epidemiology;and Scientific Skills and Communication (with a focus on Biotechnology).

Concurrent studies in English and academic learning skills are embedded into the eight Diploma courses (96credit points) across the extended semester.

This program is delivered face-to-face and requires on campus attendance.

Program Learning Outcomes Statement

On completion of the Diploma of Biotechnology program you will exhibit foundation knowledge, skills and theirapplication relevant to:

PLO 1 Understanding science

1.1. Demonstrate a coherent understanding of biological sciences by articulating the methods of science andexplaining why current biological knowledge is both contestable and testable through further inquiry.

1.2. Demonstrate a coherent understanding of biological sciences by explaining the role and relevance ofbiological sciences in society.

PLO 2 Scientific knowledge

2.1. Exhibit depth and breadth of knowledge by demonstrating a well-developed understanding of biologicalsciences.

2.2. Exhibit depth and breadth of knowledge by demonstrating that biotechnology has interdisciplinaryconnections with other sciences.

PLO 3 Inquiry and problem solving

3.1. Critically analyse and solve problems in biotechnology by gathering, synthesizing and critically evaluatinginformation from a range of sources.

3.2. Critically analyse and solve problems in biotechnology by designing and planning an investigation,including developing a testable hypothesis.

3.3. Critically analyse and solve problems in biotechnology by selecting and applying practical and/ortheoretical techniques with technical competence in conducting field, laboratory-based, or virtual experiments.

3.4. Critically analyse and solve problems in biotechnology by collecting, accurately recording, interpreting,and drawing conclusions from scientific data.

PLO 4 Communication

4.1. Be an effective communicator of biological sciences by effectively communicating scientific results,information, or arguments using a range of modes (oral, written, visual) for a variety of purposes andaudiences.

PLO 5 Personal and professional responsibility

5.1. Accountable for individual learning and scientific work in biotechnology by being an independent and self-directed learner.

5.2. Accountable for individual learning and scientific work by working effectively, responsibly, ethically, andsafely in an individual or team context.

PLO 6: English for academic purposes

6.1 Undertake concurrent and future academic and professional studies in the English language

139

Program Guide

Page 4

Program Learning Outcomes Matrix

Program Learning Outcomes AQF LODs* RMIT GAs# CoursesPLO 1 Understanding science 1.1. Demonstrate a coherent under-standing of biological sciences byarticulating the methods of scienceand explaining why current biologicalknowledge is both contestable andtestable through further inquiry.

K1

A1

A2

A4

S1

S2

GA1, GA2, GA6 ONPS2569, CHEM1296CHEM1297, MATH2330

1.2. Demonstrate a coherent under-standing of biological sciences by ex-plaining the role and relevance of bio-logical sciences in society.

A1

A2

A4

S1

S2

GA4 ONPS2569

PLO 2 Scientific knowledge 2.1. Exhibit depth and breadth ofknowledge by demonstrating a well-developed understanding of biologicalsciences.

K1 GA1 BIOL2436, BIOL2438BIOL2439, BIOL2437

2.2. Exhibit depth and breadth ofknowledge by demonstrating thatbiotechnology has interdisciplinaryconnections with other sciences.

K1 GA1, GA2, GA3, GA4 BIOL2439, MATH2330

PLO 3 Inquiry and problem solving 3.1. Critically analyse and solve prob-lems in biotechnology by gathering,synthesizing and critically evaluatinginformation from a range of sources.

K1

S1

GA1, GA6 BIOL2437

3.2. Critically analyse and solve prob-lems in biotechnology by designing

A2 GA1, GA6 MATH2330

140

Program Guide

Page 5

and planning an investigation, includ-ing developing a testable hypothesis.3.3. Critically analyse and solve prob-lems in biotechnology by selectingand applying practical and/or theoret-ical techniques with technical com-petence in conducting field, laborato-ry-based, or virtual experiments.

A2

K1

S1

GA1, GA6 BIOL2437, CHEM1296CHEM1297

3.4. Critically analyse and solve prob-lems in biotechnology by collecting,accurately recording, interpreting, anddrawing conclusions from scientificdata.

K1

A1

A2

S1

S2

GA1, GA6 BIOL2436, BIOL2439MATH2330

PLO 4 Communication 4.1. Be an effective communicatorof biological sciences by effective-ly communicating scientific results,information, or arguments using arange of modes (oral, written, visu-al) for a variety of purposes and audi-ences

S4

S1

GA1, GA2, GA4 CHEM1296, CHEM1297BIOL2436, ONPS2569

PLO 5 Personal and professional re-sponsibility

5.1. Accountable for individual learn-ing and scientific work in biotechnolo-gy by being an independent and self-directed learner

A3 GA1, GA5 BIOL2436, BIOL2439BIOL2437, ONPS2569

5.2 Accountable for individual learn-ing and scientific work by working ef-fectively, responsibly, ethically, andsafely in an individual or team con-text.

A4 GA1, GA3, GA4 BIOL2436, BIOL2439BIOL2437, ONPS2569

5.3 Accountable for individual learn-ing and scientific work by demon-strating knowledge of the regulatory

K1

S1

GA1, GA3, GA4 CHEM1296, CHEM1297

141

Program Guide

Page 6

frameworks and ethical principles rel-evant to biotechnology.PLO 6 English for academic purposes 6.1 Undertake concurrent and futureacademic and professional studies inthe English language

K1

S1

S2

S3

S4

A1

CHEM1296, BIOL2436ONPS2569, BIOL2438CHEM1297, BIOL2437BIOL2439, MATH2330

AQF Level 5 Diploma

* Australian Qualifications Framework (AQF). For more information go to: http://www.aqf.edu.au/

# RMIT Graduate Attributes. For more information go to: http://www.rmit.edu.au/teaching/graduateattributes

142

Program Guide

Page 7

Work Integrated Learning

RMIT is committed to providing you with an education that strongly links formal learning with workplaceexperience. As a student enrolled in this RMIT program you will:

• undertake and be assessed on structured activities that allow you to learn, apply and demonstrateyour professional or vocational practice

• interact with industry and community when undertaking these activities• complete these activities in real or simulated work contexts or situations.

There are currently no Work Integrated Learning (WIL) courses in the Diploma of Biotechnology. Workintegrated learning courses are a feature of Year 2 & 3 of the Bachelor of Science (Biotechnology) destinationprogram for those students who successfully complete the Diploma.

This diploma is offered only as a pathway into the degree program.

Approach to Learning and Assessment

The Diploma of Biotechnology aims to inspire, challenge and motivate a sense of curiosity and discovery.

Each of the eight (8) Diploma courses is delivered in English language, over an academic semester, by stafffrom RMIT and GZUCM in partnership. You will be introduced to a blended learning environment which willprepare you for your subsequent studies in the Bachelor of Science (Biotechnology). Courses will generallyinvolve weekly lectures, tutorials, laboratory practical sessions, seminars and on-line activities across theextended semester. Some courses may include intensive block lecture components.

Of particular importance is the high proportion of time spent in the laboratory and undertaking project and/orfield work which will provide emphasis to developing practical skills and capabilities, develop teamwork andtime-management skills and provide context for the student learning process.

Assessment is designed to give you opportunities to demonstrate your capabilities and to focusyour learning. You will find that the forms of assessment may be different for each course as theassessment tasks are aligned with individual course learning outcomes. Assessment tasks might includequizzes, short answer tests, multiple choice questions, assignments, projects, laboratory reports, oralpresentations, examinations and tests of practical techniques. Some tasks will be completed individuallywhile others may involve group work. Self-assessment and/or peer assessment may be a feature of sometasks. Most importantly you will be provided with clear specifications regarding the completion of tasks andfeedback on your work.

Each of the Diploma courses will comprise foundation disciplinary knowledge, skills and theirapplication. English language development skills will be embedded in each of the Diploma courses. Yourprior experience of English language learning may have focused on general reading comprehension,translation, grammatical accuracy and perhaps some writing. However because the Diploma and yoursubsequent Degree studies will be taught in English, there will be a parallel focus on English for academiccommunication - writing, listening, speaking and reading. The English language communication skillsrequired for success in each of your courses have been mapped against the relevant course content, skilldevelopment, learning activities and assessments. English language staff will work alongside disciplinaryexperts to assist you to develop requisite English language skills by means of a variety of focussed languagelearning activities.

Articulation and Pathways

Students who successfully complete the Diploma of Biotechnology will be eligible to articulate into Year 2 ofBP226 Bachelor of Science (Biotechnology).

Entrance requirements

Successful completion of an Australian Year 12 senior secondary certificate of education or equivalent.

The Chinese equivalent for entry to the Diploma program is:

A minimum of 375 in the Gao Kao (National College Entrance Examination, NCEE) - Beijing

For students with secondary qualifications from countries other than China, the equivalent requirements canbe found at:http://www.rmit.edu.au/content/rmit-ui/en/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/country-equivalency

143

Program Guide

Page 8

English language requirementsA minimum IELTS (Academic module) overall score of 5.5+, with no band below 5.0; or equivalent. Forfurther information on English language test equivalency go to: http://www.rmit.edu.au/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/english-requirements/english-language-proficiency-tests

Library, IT and specialist resources

The learning resources associated with this course will include targeted readings taken from a range of bothprimary and secondary sources. All required reading material will be digitally available to students. Lecturematerial will be delivered via online mediums. GZUCM-RMIT will provide you with resources and tools forlearning through our online systems. RMIT Library subject guides are available as follows:

Biotechnology: http://rmit.libguides.com/Biotechnology-and-Biological-Science

Biomedical Science: http://rmit.libguides.com/biomedical-science

Research in Health Sciences: http://rmit.libguides.com/research

Student expenses and charges in addition to fees

Once you are enrolled as a student in this program you will need to allow for expenses other than universitytuition fees. Additional expenses may relate to the purchase of lecture notes, textbooks, stationery,consumables such as printer paper, fees levied by commercial internet service providers for internet accessoutside of the university campus, and other relevant costs.

Program Transition Plan

Program Structure

To graduate you must complete the following: All courses listed may not be available each semester Year One of ProgramSemester One: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusBiology of the Cell 12 BIOL2436 GZUCM-RMIT InstituteChemistry Principles 12 CHEM1296 GZUCM-RMIT InstitutePrinciples of Human Biology 12 BIOL2437 GZUCM-RMIT InstitutePlant Structure and Function 12 BIOL2438 GZUCM-RMIT Institute

ANDSemester Two: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusIntroduction to Microbiology, Immunologyand Genetics

12 BIOL2439 GZUCM-RMIT Institute

Chemistry for Life Sciences 12 CHEM1297 GZUCM-RMIT InstituteStatistics and Epidemiology 12 MATH2330 GZUCM-RMIT InstituteScientific Skills and Communication 12 ONPS2569 GZUCM-RMIT Institute

144

Program Guide

Program: DP012 Diploma of Engineering (Biomedical Engineering)

Plan: DP012GZU Diploma of Engineering (Biomedical Engineering)


Version: 1.0

Status: Submitted

Last Updated: 04/11/2016 09:37

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:

145

Program Guide

Page 2

Program GuideAward title: Diploma of Engineering (Biomedical Engineering)

Award abbreviation: DipEng(BiomedEng)


Career: UGRD

Duration: One Year


Owning school: Engineering (172H)

Owning school URL: www.rmit.edu.au/about/our-education/academic-schools/engineering/


ASCED Code: 039903

CRICOS Code:

Proposed introduction: Semester One, 2020 (September)

Program proposer details: Associate Professor Tom Steiner Deputy PVC Learning and TeachingPh: +61 3 9925 9613E: [email protected] Associate Professor Elena Pirogova Discipline HDR Director, Electrical &Biomedical Engineering +61 3 9925 [email protected]


The discipline of Biomedical Engineering has extensive links with industry through their Program AdvisoryCommittees (PACs), through research projects and consulting, and through their professional placementprogram. Employers and industry professionals are members of these Program Advisory Committees, andhave contributed both to the initial development and ongoing improvement of this program. Their involvementensures that your diploma and undergraduate degree program will remain relevant to your needs as agraduate and to the needs of graduate employers. Industry links include senior staff from major biomedicaland related companies and relevant government and non-government organisations.

Students graduating from the degree program BH069 Bachelor of Engineering (Biomedical Engineering)(Honours) at GZUCM-RMIT Institute of Life Science and Bioengineering may be eligible for membership ofnational and international professional associations.


The Diploma of Engineering (Biomedical Engineering) is designed to equip students at the GZUCM-RMITInstitute of Life Sciences and Bioengineering with knowledge and skills in relevant disciplines, togetherwith enhanced academic English language proficiency relevant to those disciplines, thus enabling them toarticulate seamlessly into Year 2 of the Bachelor of Engineering (Biomedical Engineering) (Honours) program(which will also be offered at GZUCM-RMIT). Graduates from BH069 Bachelor of Engineering (BiomedicalEngineering) (Honours) are prepared for a professional career in biomedical engineering with employmentopportunities in medical, biomedical, biomechanical, medical equipment, medical laboratory, bioinformaticsand other biomedical and health related industries.

The Diploma program is delivered in full time mode. It consists of eight courses (96 credit points).The program structure is the same or equivalent to that offered in the first year of the Bachelor ofEngineering (Biomedical Engineering) (Honours) program. Where there is equivalence, you can seek credittransfer for courses successfully completed as you articulate from the Diploma into Year 2 of the degreeprogram.

The following courses will provide the biological foundation for your future studies and career in biomedicalengineering: Biology of the Cell; Principles of Human Biology; and Human Physiology 2: Body Systems.Engineering Mathematics A, Electrical Engineering Analysis, Engineering Mechanics and Physics 1 focus onfoundation engineering knowledge and skills. Introduction to Biomedical Engineering and Design includescomponents specific to the discipline of biomedical engineering.

146

Program Guide

Page 3




On completion of the Diploma of Engineering (Biomedical Engineering) program you will exhibit foundationknowledge, skills and their application relevant to:

PLO 1: Knowledge and Skill Base

1.1. Comprehensive, theory based understanding of the underpinning natural and physical sciences and theengineering fundamentals applicable to the engineering discipline.

1.2. Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer andinformation sciences which underpin the engineering discipline.

1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.

1.4. Discernment of knowledge development and research directions within the engineering discipline.

1.5. Knowledge of contextual factors impacting the engineering discipline.

1.6. Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineeringpractice in the specific discipline.

PLO 2: Engineering Application Ability

2.1. Application of established engineering methods to complex engineering solving.

2.2. Fluent application of engineering techniques, tools and resources.

2.3. Application of systematic engineering synthesis and design processes.

2.4. Application of systematic approaches to the conduct and management of engineering projects.

PLO 3: Professional and Personal Attributes

3.1. Ethical conduct and professional accountability

3.2. Effective oral and written communication in professional and lay domains.

3.3. Creative, innovative and pro-active demeanour.

3.4. Professional use and management of information.

3.5. Orderly management of self, and professional conduct.

3.6. Effective team membership and team leadership.

PLO 4: English for academic purposes

4.1 Undertake concurrent and future academic and professional studies in the English language

147

Program Guide

Page 4


Program Learning Outcomes AQF LODs* RMIT GAs# CoursesPLO1 Knowledge and Skill Base 1.1. Comprehensive, theory basedunderstanding of the underpinningnatural and physical sciences and theengineering fundamentals applicableto the engineering discipline.**** Includes understanding of appro-priate and relevant, fundamental andapplied scientific knowledge with theability to use and apply that knowl-edge

K1, A1 GA1, GA5 PHYS2165, EEET2524, MIET2503,BIOL2437, BIOL2436, BIOL2441

1.2. Conceptual understanding ofthe, mathematics, numerical analysis,statistics, and computer and informa-tion sciences which underpin the en-gineering discipline.

K1, A1 GA1, GA5 MATH2329, MIET2503, EEET2524

1.3. In-depth understanding of spe-cialist bodies of knowledge within theengineering discipline.

K1, A1 GA1 EEET2524, MIET2503

1.4. Discernment of knowledge devel-opment and research directions withinthe engineering discipline.

S1 GA1 OENG1151

1.5. Knowledge of contextual factorsimpacting the engineering discipline.

S2 GA1 OENG1151, MIET2503

1.6. Understanding of the scope, prin-ciples, norms, accountabilities andbounds of contemporary engineeringpractice in the specific discipline.

K1,A1,A2 GA1 OENG1151

PLO2 Engineering Application Ability 2.1. Application of established engi-neering methods to complex engi-neering solving

S2 GA1 OENG1151, EEET2524

2.2. Fluent application of engineeringtechniques, tools and resources.

A2,A1 GA1 OENG1151, EEET2524

148

Program Guide

Page 5

2.3. Application of systematic engi-neering synthesis and design pro-cesses.

K1,A1,A2 GA1, GA6 OENG1151, EEET2524

2.4. Application of systematic ap-proaches to the conduct and manage-ment of engineering projects.

S2 GA1 OENG1151

PLO3 Professional and Personal At-tributes

3.1. Ethical conduct and professionalaccountability

K1,S1 GA1 OENG1151

3.2. Effective oral and written commu-nication in professional and lay do-mains.

S2,S4 GA1 EEET2524, OENG1151, MIET2503

3.3. Creative, innovative and pro-ac-tive demeanour.

S2 GA2, GA3GA4

OENG1151, MIET2503

3.4. Professional use and manage-ment of information.

S4 OENG1151

3.5. Orderly management of self, andprofessional conduct.

A1,A3 GA1, GA5 OENG1151, MIET2503

3.6. Effective team membership andteam leadership.

A4 GA1, GA5 OENG1151, MIET2503

PLO 4: English for academic purpos-es

4.1 Undertake concurrent and futureacademic and professional studies inthe English language

K1

S1

S2

S3

S4

A1

GA1, GA2GA4, GA5

MATH2329, OENG1151, BIOL2437, BIOL2436, BIOL2441, PHYS2165MIET2503, EEET2524

AQF Level 5 Diploma



149

Program Guide

Page 6



• undertake and be assessed on structured activities that allow you to learn, apply and demonstrate yourprofessional or vocational practice


There are currently no Work Integrated Learning (WIL) courses in the Diploma of Engineering (BiomedicalEngineering). Work integrated learning courses are a feature of Years 2 to Year 4 of the Bachelor ofEngineering (Biomedical Engineering) (Honours) destination program for those students who successfullycomplete the Diploma. This diploma is offered only as a pathway into the degree program.


The Diploma of Engineering (Biomedical Engineering) aims to inspire, challenge and motivate a sense ofcuriosity and discovery.

Each of the eight (8) Diploma courses is delivered in English language, over an academic semester, by stafffrom RMIT and GZUCM in partnership. You will be introduced to a blended learning environment which willprepare you for your subsequent studies in the Bachelor of Engineering (Biomedical Engineering) (Honours).Courses will generally involve weekly lectures, tutorials, laboratory classes, practical sessions and on-lineactivities across the extended semester. Some courses may include intensive block lecture components. Youwill engage in learning activities and projects that require you to plan, design, construct and manage solutionsto scientific and engineering problems (both complex and real-world).

Assessment is designed to give you opportunities to demonstrate your capabilities (technical/design/research/communication) and to focus your learning. You will find that the forms of assessment may be different foreach course as the assessment tasks are aligned with individual course learning outcomes. Assessmenttasks might include quizzes, short answer tests, multiple choice questions, assignments, projects, reflectivejournals, laboratory reports, oral presentations, examinations and tests of practical techniques. Some taskswill be completed individually while others may involve group work. Self-assessment and/or peer assessmentmay be a feature of some tasks. Most importantly you will be provided with clear specifications regarding thecompletion of tasks and feedback on your work.



Students who successfully complete the Diploma of Engineering (Biomedical Engineering) will be eligible toarticulate into Year 2 of BH069 Bachelor of Engineering (Biomedical Engineering) (Honours).





For students with secondary qualifications from countries other than China, the equivalent requirements canbe found at:http://www.rmit.edu.au/content/rmit-ui/en/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/country-equivalency

150

Program Guide

Page 7




Biomedical Engineering: http://rmit.libguides.com/electricalcomputereng/biomedical

Laboratory Medicine: http://rmit.libguides.com/laboratory-medicine






Program Structure

To graduate you must complete the following: All courses listed may not be available each semester Year One of ProgramSemester One: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusBiology of the Cell 12 BIOL2436 GZUCM-RMIT InstitutePrinciples of Human Biology 12 BIOL2437 GZUCM-RMIT InstituteEngineering Mathematics A 12 MATH2329 GZUCM-RMIT InstituteElectrical Engineering Analysis 12 EEET2524 GZUCM-RMIT Institute

ANDSemester Two: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusIntroduction to Biomedical Engineeringand Design

12 OENG1151 GZUCM-RMIT Institute

Physics 1 12 PHYS2165 GZUCM-RMIT InstituteEngineering Mechanics 12 MIET2503 GZUCM-RMIT InstituteHuman Physiology 2: Body Systems 12 BIOL2441 GZUCM-RMIT Institute

151

Program Guide

Program: DP013 Diploma of Health Science (Chinese Medicine)

Plan: DP013GZU Diploma of Health Science (Chinese Medicine)


Version: 1.0

Status: Submitted

Last Updated: 04/11/2016 09:37

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:

152

Program Guide

Page 2

Program GuideAward title: Diploma of Health Science (Chinese Medicine)

Award abbreviation: DipHSc(ChinMed)


Career: UGRD

Duration: One Year


Owning school: Health and Biomedical Sciences (173H)

Owning school URL: www.rmit.edu.au/about/our-education/academic-schools/health-and-biomedical-sciences/


ASCED Code: 061905

CRICOS Code:


Program proposer details: Associate Professor Tom Steiner Deputy PVC Learning and TeachingPh: +61 3 9925 9613E: [email protected] Dr Tony Zhang Discipline Leader, Chinese MedicinePh: +61 3 9925 7758E: [email protected]


RMIT's Discipline of Chinese Medicine has engaged in extensive consultation in the development of itsprograms since their inception in 1993. Senior Chinese Medicine staff at RMIT have made significantcontributions to the achievement of registration for Chinese Medicine practitioners in Victoria and nationallyin Australia. They have been active in the development of educational and practice guidelines followingextensive consultation periods. Consultation has also been conducted through the RMIT Chinese MedicineProgram Advisory Committee and major professional associations throughout the program developmentprocess.

In addition, RMIT University has established an extensive network of practitioners and public hospitals forstudents to experience clinical observation during their studies and/or undertake part of their bachelors ormasters degree clinical practicum, including the Nanjing University of Chinese Medicine in China.

National registration of Chinese Medicine practitioners (including acupuncturists, Chinese herbal medicinepractitioners and herbal medicine dispensers) was introduced in Australia on 1 July 2012. The Bachelorof Health Science / Bachelor of Applied Science (Chinese Medicine) double degree program (BP278) isaccredited by the Chinese Medicine Board of Australia (CMBA) and is designed as a primary qualifyingundergraduate program in Acupuncture and Chinese herbal medicine that provides requisite knowledge andskills for entry into the Chinese medicine profession.

The Diploma of Health Science (Chinese Medicine) is offered only as a pathway into the Bachelor of HealthScience / Bachelor of Applied Science (Chinese Medicine) double degree program. This double degreeprogram is accredited in Australia and accreditation in China will be sought. The Diploma is not accredited,nor will it be sought.


The Diploma of Health Science (Chinese Medicine) is designed to equip students at the GZUCM-RMITInstitute of Life Sciences and Bioengineering with knowledge and skills in relevant disciplines, togetherwith enhanced academic English language proficiency relevant to those disciplines, thus enabling them toarticulate seamlessly into Year 2 of the double degree Bachelor of Health Science/Bachelor of AppliedScience (Chinese Medicine) program (which will also be offered at GZUCM-RMIT).

The Diploma program is delivered in full time mode. It consists of eight courses (96 credit points).The program structure is the same or equivalent to that offered in the first year of the double degree Bachelorof Health Science/Bachelor of Applied Science (Chinese Medicine) program. Where there is equivalence, you

153

Program Guide

Page 3

can seek credit transfer for courses successfully completed as you articulate from the Diploma into Year 2 ofthe double degree program.

The following courses will provide the scientific foundation for your future studies and your clinical careeras a practitioner of Chinese Medicine: Biology of the Cell; Principles of Human Biology; Introduction toMicrobiology, Immunology and Genetics; Chemistry for Health Sciences; and Limb and Trunk Anatomy.In Chinese Medicine Theory 1 you will study the history of the development of Chinese medicine and thephilosophies and fundamental principles that guide its practice. In Chinese Medicine Theory 2 you willlearn diagnostic techniques, diagnostic differentiation methods and skills for constructing case records.In the course Research in Health Science you will learn the fundamental principles of research and howthey inform health care practice.




On completion of the Diploma of Health Science (Chinese Medicine) program you will exhibit foundationknowledge, skills and their application relevant to:

PLO1: providing specialist health care within a patient-centred, evidence-based framework

PLO2: gathering clinical information to make accurate differential diagnoses, assessment and managementplans and carry out effective treatment

PLO3: practising as a competent health care professional in a safe, ethical and legally responsible manner.

PLO4: demonstrating cultural awareness and sensitivity in the provision of specialised health care

PLO5: explaining the historical development of the profession, its ethos, organisation and philosophicalfoundations.

PLO6: undertaking concurrent and future academic and professional studies in the English language

PLO7: communicating effectively in a range of forms (written, on-line, oral), and with diverse audiences(patients, community/public, agencies and other health professionals).

154

Program Guide

Page 4


Program Learning Outcomes(PLOs):

AQF 5 LOD* RMIT GAs # Courses

PLO 1: Providing specialised healthcare within a patient centred, evi-dence-based framework

K1

S1

S2

S3

S4

GA1, GA2, GA3GA4, GA5, GA6

COTH2194, CHEM1298OHTH2176

PLO 2: Gathering clinical informationto make accurate differential diag-noses, assessment and managementplans and carry out effective treat-ment

S1

S2

S3

S4

A1

A2


COTH2193, COTH2194BIOL2442, BIOL2437CHEM1298, BIOL2439

PLO 3: Practising as a competenthealth care professional in a safe,ethical and legally responsible man-ner

K1

A1

A2

A3

A4


CHEM1298, BIOL2436BIOL2437

PLO 4: Demonstrating cultural aware-ness and sensitivity in the provision ofspecialised health care

A3

A4


COTH2193, COTH2194

PLO 5: Explain the historical develop-ment of the profession, its ethos, or-

K1

S1

GA1, GA2, GA5 COTH2193, COTH2194

155

Program Guide

Page 5

ganisation and philosophical founda-tions

S2

S4

A1

A2

PLO 6: Undertaking concurrent andfuture academic and professionalstudies in the English language

K1

S1

S2

S3

S4

A1

GA1, GA2, GA4GA5

BIOL2436, COTH2193COTH2194, BIOL2442BIOL2437, CHEM1298BIOL2439, OHTH2176

PLO 7: Communicate effectively in arange of forms(written, on-line, oral),and with diverse audiences (patients,community/public, agencies and otherhealth professionals).

S1

S2

S3

S4

A4

GA1, GA2, GA4GA 6

COTH2194, CHEM1298


AQF Level 5 Diploma Degree


156

Program Guide

Page 6





There are currently no Work Integrated Learning (WIL) courses in the Diploma of Health Science (ChineseMedicine). Work integrated learning courses are a feature of Years 2- 5 of the Bachelor of Health Science/Bachelor of Applied Science (Chinese Medicine) double degree destination program for those studentswho successfully complete the Diploma. This diploma is offered only as a pathway into the double degreeprogram.


The Diploma of Health Science (Chinese Medicine) aims to inspire, challenge and motivate a sense ofcuriosity and discovery.

Each of the eight (8) Diploma courses is delivered in English language, over an academic semester, by stafffrom RMIT and GZUCM in partnership. You will be introduced to a blended learning environment which willprepare you for your subsequent studies in the double degree Bachelor of Health Science/Bachelor of AppliedScience (Chinese Medicine). Courses will generally involve weekly lectures, tutorials, laboratory classes,practical sessions and on-line activities across the extended semester. Some courses may include intensiveblock lecture components. Case studies and problem based learning exercises will assist you to develop yourearly clinical skills as you learn to integrate biomedical foundations to clinical practice.

Assessment is designed to give you opportunities to demonstrate your capabilities and to focus your learning.You will find that the forms of assessment may be different for each course as the assessment tasks arealigned with individual course learning outcomes. Assessment tasks might include quizzes, short answertests, multiple choice questions, assignments, oral presentations, projects, laboratory reports, examinations,case notes and tests of practical techniques. Some tasks will be completed individually while others mayinvolve group work. Self-assessment and/or peer assessment may be a feature of some tasks. Mostimportantly you will be provided with clear specifications regarding the completion of tasks and feedback onyour work.



Students who successfully complete the Diploma of Health Science (Chinese Medicine) will be eligible toarticulate into Year 2 of BP278 Bachelor of Health Science/Bachelor of Applied Science (Chinese Medicine).





For students with secondary qualifications from countries other than China, the equivalent requirements canbe found at:

157

Program Guide

Page 7

http://www.rmit.edu.au/content/rmit-ui/en/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/country-equivalency




Chinese Medicine: http://rmit.libguides.com/chinese-medicine






Program Structure

To graduate you must complete the following: All courses listed may not be available each semester Year One of ProgramSemester One: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusChinese Medicine Theory 1 12 COTH2193 GZUCM-RMIT InstituteBiology of the Cell 12 BIOL2436 GZUCM-RMIT InstitutePrinciples of Human Biology 12 BIOL2437 GZUCM-RMIT InstituteChemistry for Health Sciences 12 CHEM1298 GZUCM-RMIT Institute

ANDSemester Two: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusChinese Medicine Theory 2 12 COTH2194 GZUCM-RMIT InstituteResearch in Health Science 12 OHTH2176 GZUCM-RMIT InstituteLimb and Trunk Anatomy 12 BIOL2442 GZUCM-RMIT InstituteIntroduction to Microbiology, Immunologyand Genetics


158

Program Guide

Program: DP014 Diploma of Health Science (Pharmaceutical Sciences)

Plan: DP014GZU Diploma of Health Science (Pharmaceutical Sciences)


Version: 1.0

Status: Submitted

Last Updated: 04/11/2016 09:36

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:

159

Program Guide

Page 2

Program GuideAward title: Diploma of Health Science (Pharmaceutical Sciences)

Award abbreviation: DipHSc(PharmSc)


Career: UGRD

Duration: One Year





ASCED Code: 010999

CRICOS Code:


Program proposer details: Associate Professor Tom Steiner Deputy PVC Learning and TeachingPh: +61 3 9925 9613E: [email protected] Professor Emilio Badoer Discipline Leader Pharmaceutical SciencesPh: +61 3 9925 7081E: [email protected]


The discipline of Pharmaceutical Science has extensive links with industry through their Program AdvisoryCommittees (PACs), through research projects and consulting, and through their professional placementprogram. Employers and industry professionals are members of these Program Advisory Committees, andhave contributed both to the initial development and ongoing improvement of this program. Their involvementensures that your diploma and undergraduate degree program will remain relevant to your needs as agraduate and to the needs of graduate employers.

Students graduating from the degree program BP311 Bachelor of Pharmaceutical Sciences at GZUCM-RMITInstitute of Life Science and Bioengineering may be eligible for membership of national and internationalprofessional associations.


The Diploma of Health Science (Pharmaceutical Sciences) is designed to equip students at the GZUCM-RMIT Institute of Life Sciences and Bioengineering with knowledge and skills in relevant disciplines, togetherwith enhanced academic English language proficiency relevant to those disciplines, thus enabling them toarticulate seamlessly into Year 2 of the Bachelor of Pharmaceutical Sciences program (which will also beoffered at GZUCM-RMIT).

The Diploma program is delivered in full time mode. It consists of eight courses (96 credit points).The program structure is the same or equivalent to that offered in the first year of the Bachelorof Pharmaceutical Sciences program. Where there is equivalence, you can seek credit transfer for coursessuccessfully completed as you articulate from the Diploma into Year 2 of the degree program.

The following courses will provide the scientific foundation for your future studies and career as apharmaceutical scientist: Biology of the Cell; Principles of Human Biology; Introduction to Microbiology,Immunology and Genetics; Statistics and Epidemiology; and Chemistry for Life Sciences. The coursesIntroduction to Pharmaceutical Science, Introduction to Medical Biochemistry and Medicine, Drugs andPoisons include components specific to the discipline of pharmaceutical science.


This program requires on campus attendance.


160

Program Guide

Page 3

On completion of the Diploma of Health Science (Pharmaceutical Sciences) program you will exhibitfoundation knowledge, skills and their application relevant to:

PLO 1. Exhibiting depth and breadth of scientific knowledgeDevelop a broad and coherent body of knowledge particularly in biochemistry, physiology, pharmacology andtoxicology.

PLO 2. Critically analyse and solve scientific problemsAdapt knowledge, concepts and skills to problem solve.

PLO 3. Communication and TeamworkDevelop skills to effectively communicate, both orally and written.

PLO 4: English for academic purposesUndertaking concurrent and future academic and professional studies in the English language

161

Program Guide

Page 4


Program Learning Outcomes RMIT Graduate Attributes AQF Learning Outcome Descrip-tors

Courses

1.Exhibiting depth and breadth of sci-entific knowledgeDevelop a broad and coherent bodyof knowledge particularly in biochem-istry, physiology, pharmacology andtoxicology.

GA1, GA5 K1

S2

CHEM1297, BIOL2436ONPS2571, MATH2330ONPS2572, BIOL2437BIOL2439, ONPS2573

2. Critically analyse and solve scien-tific problemsAdapt knowledge, concepts and skillsto problem solve.

GA1, GA5 A1

A2

S1

S2

S3

MATH2330, ONPS2572BIOL2437, ONPS2573

3. Communication and TeamworkDevelop skills to effectively communi-cate, both orally and written.

GA1, GA2GA4, GA5

S3

S4

ONPS2571, ONPS2573

4. English for academic purposesUndertaking concurrent and futureacademic and professional studies inthe English language

GA1, GA2GA4, GA5

K1

S1

S2

S3

S4

A1

CHEM1297, BIOL2436ONPS2571, MATH2330ONPS2572, BIOL2437BIOL2439, ONPS2573

AQF Level 5 Diploma Degree



162

Program Guide

Page 5





In this Diploma program, you will undertake the following specific course that focuses on work integratedlearning (WIL):

ONPS2571 Introduction to Pharmaceutical Sciences will introduce you to the pharmaceutical industry throughinteraction with professional scientists. You will simulate the research environment by taking a project fromconcept through experimental design and action to communicating it in an industry appropriate form ofcommunication.



The Diploma of Health Science (Pharmaceutical Sciences) aims to inspire, challenge and motivate a sense ofcuriosity and discovery.

Each of the eight (8) Diploma courses is delivered in English language, over an academic semester, by stafffrom RMIT and GZUCM in partnership. You will be introduced to a blended learning environment which willprepare you for your subsequent studies in the Bachelor of Pharmaceutical Sciences. Courses will generallyinvolve weekly lectures, tutorials, laboratory classes, practical sessions, oral presentations and on-lineactivities across the extended semester. Some courses may include intensive block lecture components.

Assessment is designed to give you opportunities to demonstrate your capabilities and to focus yourlearning. You will find that the forms of assessment may be different for each course as the assessmenttasks are aligned with individual course learning outcomes. Assessment tasks might include quizzes, shortanswer tests, multiple choice questions, assignments, projects, laboratory reports, oral presentations,examinations and tests of practical techniques. Some tasks will be completed individually while othersmay involve group work. Self-assessment and/or peer assessment may be a feature of some tasks. Mostimportantly you will be provided with clear specifications regarding the completion of tasks and feedback onyour work.



Students who successfully complete the Diploma of Health Science (Pharmaceutical Sciences) will be eligibleto articulate into Year 2 of BP311 Bachelor of Pharmaceutical Sciences.






163

Program Guide

Page 6


English language requirementsA minimum IELTS (Academic module) overall score of 5.5+, with no band below 5.0; or equivalent. For furtherinformation on English language test equivalency go to: http://www.rmit.edu.au/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/english-requirements/english-language-proficiency-tests



Pharmacy and Pharmaceutical Sciences: http://rmit.libguides.com/pharmaceutical-sciences






Program Structure

To graduate you must complete the following: All courses listed may not be available each semester Year One of ProgramSemester One: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusBiology of the Cell 12 BIOL2436 GZUCM-RMIT InstituteChemistry for Life Sciences 12 CHEM1297 GZUCM-RMIT InstitutePrinciples of Human Biology 12 BIOL2437 GZUCM-RMIT InstituteIntroduction to Pharmaceutical Sciences 12 ONPS2571 GZUCM-RMIT Institute



Introduction to Medical Biochemistry 12 ONPS2572 GZUCM-RMIT InstituteStatistics and Epidemiology 12 MATH2330 GZUCM-RMIT InstituteMedicines, Drugs and Poisons 12 ONPS2573 GZUCM-RMIT Institute

164

Program Guide

Program: DP015 Diploma of Laboratory Medicine

Plan: DP015GZU Diploma of Laboratory Medicine


Version: 1.0

Status: Submitted

Last Updated: 04/11/2016 09:36

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:

165

Program Guide

Page 2

Program GuideAward title: Diploma of Laboratory Medicine

Award abbreviation: DipLabMed


Career: UGRD

Duration: One Year





ASCED Code: 019901

CRICOS Code:


Program proposer details: Associate Professor Tom Steiner Deputy PVC Learning and TeachingPh: +61 3 9925 9613E: [email protected] Professor Denise Jackson Discipline Leader Laboratory MedicinePh: +61 3 99257392 E: [email protected]


The discipline of Laboratory Medicine has extensive links with industry through their Program AdvisoryCommittees (PACs), through research projects and consulting, and through their professional placementprogram. Employers and industry professionals are members of these Program Advisory Committees, andhave contributed both to the initial development and ongoing improvement of this program. Their involvementensures that your diploma and undergraduate degree program will remain relevant to your needs as agraduate and to the needs of graduate employers. Industry links include hospital pathology laboratories,private pathology laboratories, research institutes, commercial companies, government health departmentsand various professional bodies.

Students graduating from the degree program BP147 Bachelor of Biomedical Science (Laboratory Medicine)at GZUCM-RMIT Institute of Life Science and Bioengineering may be eligible for membership of national andinternational professional associations.

The Diploma of Laboratory Medicine is offered only as a pathway into the Bachelor of Biomedical Science(Laboratory Medicine). The Bachelors degree program is accredited in Australia and accreditation will besought in China. The Diploma is not accredited, nor will it be sought.


The Diploma of Laboratory Medicine is designed to equip students at the GZUCM-RMIT Institute of LifeSciences and Bioengineering with the knowledge and skills in relevant disciplines, together with enhancedacademic English language proficiency, thus enabling them to articulate seamlessly into Year 2 of theBachelor of Biomedical Science (Laboratory Medicine) program (which will also be offered at GZUCM-RMIT).The BP147 Bachelor of Biomedical Science (Laboratory Medicine) provides training and education in themajor disciplines of Laboratory Medicine: diagnostic pathology and medical research.

The Diploma program is delivered in full time mode. It consists of eight courses (96 credit points).The program structure is the same or equivalent to that offered in the first year of the Bachelor of BiomedicalScience (Laboratory Medicine) program. Where there is equivalence, you can seek credit transfer for coursessuccessfully completed as you articulate from the Diploma into Year 2 of the degree program.

The following courses will provide the scientific foundation for your future studies and career in laboratorymedicine: Biology of the Cell; Principles of Human Biology; Introduction to Microbiology, Immunology andGenetics; Chemistry for Life Sciences; Introduction to Medical Biochemistry; Human Structure and Function

166

Program Guide

Page 3

2; and Statistics and Epidemiology. The course Introduction to Laboratory Medicine includes componentsspecific to the discipline of laboratory medicine.




On completion of the Diploma of Laboratory Medicine program you will exhibit foundation knowledge, skillsand their application relevant to:

PLO 1. Knowledge capabilityUnderstand appropriate and relevant, theoretical concepts of scientific knowledge with the ability to use andapply the knowledge in a wide range of problem solving, challenging and interpretative situations within theprofessional laboratory medicine discipline.

PLO 2. Technical capabilityAbility to apply a range of diagnostic technologies and methodologies relevant to the fields of ClinicalBiochemistry, Haematology, Histopathology, Cytopathology or Microbiology. These methodologies will identifypathological changes which deviate from the normal physiological range, use logical and systematic thinkingto solve problems with diagnostic techniques and procedures, and apply high level analytical skills to thechosen area of clinical laboratory specialization.

PLO 3. Professional work practicesContribute to academic and professional work settings through responsible, self managed, independent work,interpersonal skills which support constructive interactions with individuals and teams, and understand theethical and legal framework that underpins the field of diagnostic pathology.

PLO 4. Communication skillsAbility to communicate effectively with individuals and groups within the diagnostic laboratory environment,and by using a range of media in professional and academic settings.

PLO 5: English for academic purposesUndertake concurrent and future academic and professional studies in the English language.

167

Program Guide

Page 4


Program Learning Outcomes RMIT Graduate Attributes# AQF LOD* Courses1. Knowledge capability GA2, GA5 K1 CHEM1297, BIOL2437, BIOL2436,

ONPS2570, ONPS2572, BIOL2440BIOL2439, MATH2330

2. Technical capability GA1 S2 CHEM1297, MATH2330, BIOL2436, ONPS2570, ONPS2572, BIOL2437BIOL2439, BIOL2440

3. Professional work practices GA1, GA3 S1

S2

S4

ONPS2570, ONPS2572, BIOL2439

4. Communication skills GA1, GA3 S4 ONPS25705. English for Academic Purposes GA1, GA2, GA4, GA5 K1

S1

S2

S3

S4

A1

CHEM1297, BIOL2437, BIOL2436, ONPS2570, ONPS2572, BIOL2440BIOL2439, MATH2330

AQF Level 5 Diploma



168

Program Guide

Page 5





There are currently no Work Integrated Learning (WIL) courses in the Diploma of Laboratory Medicine.Work integrated learning courses are a feature of Years 2 to Year 4 of the Bachelor of Biomedical Science(Laboratory Medicine) destination program for those students who successfully complete the Diploma.



The Diploma of Laboratory Medicine aims to inspire, challenge and motivate a sense of curiosity anddiscovery.

Each of the eight (8) Diploma courses is delivered in English language, over an academic semester, bystaff from RMIT and GZUCM in partnership. You will be introduced to a blended learning environment whichwill prepare you for your subsequent studies in the Bachelor of Biomedical Science (Laboratory Medicine).Courses will generally involve weekly lectures, tutorials, laboratory classes, practical sessions, and on-lineactivities across the extended semester. Some courses may include intensive block lecture components.

Assessment is designed to give you opportunities to demonstrate your capabilities and to focus yourlearning. You will find that the forms of assessment may be different for each course as the assessmenttasks are aligned with individual course learning outcomes. Assessment tasks might include quizzes, shortanswer tests, multiple choice questions, oral presentations, assignments, projects, laboratory reports,examinations and tests of practical techniques. Some tasks will be completed individually while othersmay involve group work. Self-assessment and/or peer assessment may be a feature of some tasks. Mostimportantly you will be provided with clear specifications regarding the completion of tasks and feedback onyour work.



Students who successfully complete the Diploma of Laboratory Medicine will be eligible to articulate into Year2 of BP147 Bachelor of Biomedical Science (Laboratory Medicine).







English language requirements

169

Program Guide

Page 6

A minimum IELTS (Academic module) overall score of 5.5+, with no band below 5.0; or equivalent. Forfurther information on English language test equivalency go to: http://www.rmit.edu.au/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/english-requirements/english-language-proficiency-tests



Laboratory Medicine: http://rmit.libguides.com/laboratory-medicine






Program Structure

To graduate you must complete the following: All courses listed may not be available each semester Year One of ProgramSemester One: Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusBiology of the Cell 12 BIOL2436 GZUCM-RMIT InstitutePrinciples of Human Biology 12 BIOL2437 GZUCM-RMIT InstituteChemistry for Life Sciences 12 CHEM1297 GZUCM-RMIT InstituteIntroduction to Laboratory Medicine 12 ONPS2570 GZUCM-RMIT Institute



Statistics and Epidemiology 12 MATH2330 GZUCM-RMIT InstituteIntroduction to Medical Biochemistry 12 ONPS2572 GZUCM-RMIT InstituteHuman Structure and Function 2 12 BIOL2440 GZUCM-RMIT Institute

170

education innovation and quality committee …mams.rmit.edu.au/p14sqs948fk31.pdf · education...

Documents