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Welcome to Boarding Training Australia (BTA).
BTA is a Registered Training Organisation (RTO) that specialises in delivering quality training specifically for boarding professionals across Australia. The boarding industry includes student residential care programs such as boarding schools, residential colleges and hostels for students. This training material has been designed for supervisors and boarding managers in the boarding industry.
In 2010, the boarding support group ‘Boarding Australia’ (www.boardingaustralia.edu.au) saw the need to develop nationally recognised training material for boarding supervisors, who are also know as house parents, house masters, residential youth workers, and residential supervisors. On behalf of Boarding Australia, Steve and Jenny Florisson developed the Certificate IV in Community Services Work (CHC40708) support material to provide boarding supervisors with a recognised training program. The Certificate IV was contextualised, which means that the support material for the certificate IV was focused on the context of the student boarding industry. The purpose of the training was to provide a comprehensive, recognised training course that would also recognise the skills and knowledge of the many, very experienced supervisors in the boarding industry. Since that time over five hundred boarding supervisors across Australia have completed this qualification. In 2014 the Diploma of Youth Work (CHC51408) was also contextualised for the boarding industry and these two qualifications form a career path that could lead on to degree courses.
Boarding Training Australia are responsible for developing, delivering and assessing three qualifications to the standard required by Australian Government’s Standards for Registered Training Organisations (RTOs) 2015. Boarding Training Australia as a registered training organisation also issue the certificates and statements of attainment for qualifications on the scope of registration.
Steve started his boarding career in 1975 as a housemaster for Christchurch Grammar School in Claremont, WA, caring for forty students in ‘Parry House”.
Jenny moved into a boarding house on a remote mission soon after she was born. Her parents cared for forty primary aged boys at Warburton Mission, and later looked after teenage students in a boarding school at Wongutha. After becoming teachers and marrying, Steve and Jenny worked in boarding schools for twenty-four years before leaving schools to develop the training program.
From your initial enquiry, through to enrolment, and on to completion of your study with BTA, Steve and Jenny, and Karli and Sabrina from admin will be there to support you and help you complete the training.
The BTA Code of Practice reflects the five keys areas of best practice:
The detail of the ‘code of practice’ can be found at the end of this handbook, Appendix One.
Learner Selection and Recruitment
This training material has been developed specifically for the student boarding industry, for residential supervisors and managers who are working in a student boarding residence. It is possible to do the training if the learner has access to a student boarding environment where they can carry out significant work placement, enough work placement time to develop and practice the skills that are a part of the training. Typically a Certificate qualification is more than 600 hours and a Diploma is more than 1200 hours. This means that you need to be in a boarding residence or a similar work context where you can learn skills on the job for three months to satisfy the requirements of the Certificate IV in community services work, and six months to satisfy the requirements of the Diploma of Youth Work CHC50413.
Duration of course
Boarding training Australia has three qualifications on its scope and all of these qualifications can be carried out by distance or face to face. The Certificate IV in Community Services Work CHC42015 can also be done on line. The duration of the ‘face to face’ component of the training is for five or six days. There are reading and assessments that must be carried out prior to the training. There are practical exercises, reading and assessment that must carried after the ‘face to face’ training. The CHC42015 Certificate IV in Community Services Work and CHC50413 Diploma of Youth Work requires that the Head of Boarding or Manager sign the learner off on a range of skills. These skills are developed in the workplace over time and the manager may require further development of some skills before the learner can be signed off as competent.
If the learner is already competent in the practical skills necessary for the qualification it may be possible to complete all the requirements of the Certificate IV courses in one month and the Diploma in two months. The duration of the course is also affected by how much time the learner commits to the course each day and the rate at which the learner reads, writes and learns.
A copy of the Student Handbook is provided to all learners prior to commencement of study. The Student Handbook also advises about graduate certification procedures, assessment procedures, complaint and appeal procedures, facilities and equipment and trainee support services.
Note: These qualifications and units are all current at the revision date of this student handbook.
Fees and Charges
$250 (Enrolment Fee)
Balance due after training completed.
The training support material comes in three books and these books are provided as a part of the training cost.
(Note: The contextualised Certificate IV in Community Services Work (CHC42015) is a pre-requisite for this qualification – or CHC40708)
The Diploma of Youth Work is available by distance or ‘face to face’.
$500 (Enrolment Fee)
Balance due after training completed.
This unit is available as;
$250 (Enrolment Fee)
Balance due after training completed. Certificate or Statement of Attainment will only be awarded when all outstanding monies have been paid.
Please Note: Where possible BTA will access State or Commonwealth funding to support training. Where grant funding is available the above fee structure does not apply as fees will be reduced. Sometimes accessing State or Commonwealth funding to support a learner may mean that that learner is then not eligible for other funding such as traineeship funding. In the event that a learner has their training supported by a BTA accessed grant they will be advised about any known restrictions that accessing this grant may have for future grants.
All enrolment fees are fully refundable up to the time training commences. Once training has commenced (support material mailed out, ‘on-line’ commenced, ‘face to face’ commenced) then enrolment fee is non-refundable. (Note: In the case of the Diploma where the enrolment fee is $500, if training is cancelled then $250 is refundable).
If for some reason the RTO had to close or could not continue the training, learners could choose between;
If there are likely to be any changes to the provision of training including,
Then all learners currently involved in training will be advised in writing as soon as practicable.
The Certificate IV in Community Services Work (CHC42015) and Diploma of Youth Work (CHC51408) can be carried out in modes;
The Certificate IV is also available ‘on line’.
Face to Face is recommended because supervisors and managers benefit from the discussion, the interaction, and the group activities. Trainers will travel to your boarding residence anywhere in Australia if there are at least four learners in the group to be trained. If there are less than three learners, then the learners will be required to contribute to travel and accommodation expenses. This can be negotiated with the training manager.
Learners must enrol for the training at least 10 weeks prior to the ‘face to face’ component of the training. All of the support material and assessments will be mailed to you approximately eight weeks before ‘face to face’ training commences and over the eight weeks learners will be required to complete and submit assessments every week. BTA uses ‘gotomeeting’ on line conference facilities to work with learners during this period.
The Certificate IV in Training and Assessment (TAE 40110) can be done ‘on line’, or “face to face” if there is a group of four or more. Learners can request the disc and carry out the training using the disc. The assessments would need to be printed and returned by mail, email or fax.
Support for learners includes;
To complete the TAE40110 learners must be able to deliver real training to real people. If you do not have a context for delivering real training BTA will work with learners to locate training opportunities.
Learners involved in ‘face to face’ training will need to be registered 10 weeks prior to the training. All of the support material including assessments and ‘on line’ log in and passwords will provided eight weeks prior to ‘face to face’ training and learners will be required to submit assessments each week during the eight weeks. On line conferencing will be available to support trainees. After the training has been concluded there will be some work to complete.
Learners may be assessed in order to ascertain if their Literacy and Numeracy skills are sufficient to successfully undertake the training program. This is usually via interview or completion of an exercise contained in the proposed training program.
Individuals who require help with their literacy and numeracy can access information about their nearest LLN provider by calling The Reading Writing Hotline on 1300 655 506 or refer to their website at www.literacyline.edu.au. Any costs incurred will be the responsibility of the learner. BTA staff will support learners if they need to upgrade literacy and numeracy skills before commencing the training.
BTA will meet the needs of individuals and the community through the implementation of access and equity principles to ensure the fair allocation of resources and the right to equal opportunity without discrimination. BTA offers opportunities for people to participate in the vocational education and training system, and in associated decisions, which affect their lives.
BTA prohibits discrimination towards any group or individuals in any form including:
BTA applies access and equity principles to all programs and provides timely information and suitable support to assist clients to identify and achieve their desired outcomes.
Access and Equity issues are considered during training, product development and in training and assessment.
Competency Based Training and Assessment
Competency-based training (CBT) is an approach to vocational education and training that places emphasis on what a person can do in the workplace rather than what they know as a result of completing a program of training.
Competency-based training programs are made up of units broken into segments which are called elements. These are based on standards set by industry, and assessments are designed to ensure each learner has achieved all the elements (skills and knowledge) required by each unit in order to gain their course qualification. Each course is made up of the required number of core units and elective subjects which have been chosen to offer you the best all around knowledge and skills base.
Assessment methods are detailed in the Training and Assessment Strategy (TAS) for each course. BTA applies the principles of validity, reliability, fairness, and flexibility in all assessments.
The objective of assessment is for the client to show that they have achieved competency in the unit(s). Clients may be assessed by one or more of the following methods.
or any other method outlined in the Training and Assessment Strategy (TAS).
Learners will be advised of the assessment methodology before training commences.
BTA staff are appropriately qualified and experienced to deliver the training and assessment offered. Assessments will meet national assessment principles including recognition of prior learning and credit transfer. Sufficient training materials and physical resources will be provided to you in order for you to achieve the learning outcomes of the training program. Appeals procedures are in place for clients who are not satisfied with assessment or training.
BTA provides learners with learning flexibility by taking their personal situations into consideration so as (a) to maximise learning outcomes, and (b) to optimise access to learning activities. Any flexible arrangements agreed to must still adhere to the course assessment standards and requirements.
Structured training may be conducted in a classroom, in the workplace, online or a mix of all methods; it may be delivered in various modes including face-to-face interaction, online interaction, or distance.
Learners should initially discuss possible flexible arrangements with their trainer. If the desired change is deemed feasible, authorisation should then be obtained from the training manager.
Written assessment documents such as projects, case study scenarios, written answers to questions, portfolios and research reports can be submitted by fax, email, or by mail. On line learners can submit material on line.
In the event of a ‘not yet competent’ outcome the learner will have an opportunity to re-do the assessments for that unit. The trainers will support learners who need to re-do assessments. Every effort will be made by the staff of BTA to ensure a successful outcome for learners.
Recognition of Other Qualifications/Credit Transfer
BTA recognises Australian Qualification Framework qualifications and Statements of Attainment that are issued by any other Registered Training Organisations.
Learners may be entitled to a credit transfer if they have completed units of competency from a relevant National Training Package. The training must be less than five years old, unless the practice that the learner was involved inafter the training was the same as the training. If for example a learner was involved in child care training five or six years ago, and then worked in the child care industry for five years, then the training would still be relevant because it has been supported by the subsequent practice.
Recognised Prior Learning (RPL) and Recognised Current Competencies (RCC):
Learners who have completed appropriate training or who, through prior learning and experience, have gained the required skills/competencies stipulated for the modules of the course may be granted credit. Learners who believe this applies to them, may make an application for RPL or RCC.
BTA advises all applicants of RPL opportunities and procedures upon enrolment. The‘performance criteria’ of the course module sets the RPL benchmark and evidence for credit of prior learning may include:
BTA’s preferred way to deal with substantiated RPL claims is to allow the learner to do the assessments without doing the training.
A candidate may appeal an unsuccessful claim (see complaints and appeals).
BTA seeks to prevent complaints by ensuring that training is relevant, interesting, consistent with Commonwealth Standards (2015) and consistent with the learner’s expectations. BTA also ensures timely response to enquiries, assessments and completions. BTA expects courteous, respectful, fair, and helpful behaviour from BTA office staff and trainers. Where learners are involved in ‘face to face’ training there is an expectation of respectful cooperative behaviour towards the trainer and other learners.
In the event of a complaint, the learner is required to follow the following procedures to ensure the issue is resolved.
Should the problem still be unresolved, the following procedure must be followed:
Request a Student Complaint Form from your BTA trainer, or contact BTA to obtain a copy of the form.
Submit the form to BTA via the contact email or postal address provided on the form.
Upon receipt BTA will address the issue.
The learner will receive a written statement of the outcome from the Trainer and/or training manager within 14 days of the complaint being received.
All records of any complaints are kept on file. If the complaint is still unresolved, BTA clients may lodge a complaint with an independent third party agreeable to both parties. If still unresolved after this process they may lodge a complaint with the Australian Skills Quality Authority (ASQA): 1300 701 801 or email firstname.lastname@example.org
To deal with complaints and appeals, the principles of natural justice and procedural fairness will apply by:
Where more than sixty calendar days may be required to finalize the complaint, we will inform the complainant in writing the reasons and keep them up to date with progress.
BTA seeks to prevent appeals by ensuring learners are satisfied with the training and assessment process. All staff are expected to be fair, courteous and helpful in all dealing with clients.
Should an appeal about any assessment be made, this will be treated seriously, investigated thoroughly and dealt with according to the merit of the complaint.
The circumstances and results of any appeal are analysed by the training manager and appropriate improvements made to prevent recurrence of the problem. Appeals must be resolved within 21 days of receiving the appeal. All records of any appeals are kept on file.
The following apply to all persons, staff and learners:
An individual’s property is to be respected and not interfered with without consent of the owner. Look after your own possessions. BTA accepts no responsibility for personal property lost or stolen at training sessions.
Nobody has the right to interfere with another person’s ability to learn, through disruption of classes or harassment of any kind.
No aggressive physical contact or verbal abuse is to occur between any persons.
Smoking is not permitted inside training facilities.
Alcohol and other drug use in training facilities or while undertaking BTA activities is not permitted.
Intoxicated persons and persons affected by other drugs are not permitted inside training facilities and will be asked to leave.
Clothing and behaviour should be appropriate to the course being undertaken and not cause offence to anyone.
Mobile phones are to be turned off during classes and in study areas.
Clients at all times must maintain appropriate behaviour and follow BTA rules.
In the case of minor breaches, a warning will be given. In the case of major or repeated breaches, the client may be requested to leave the course.
The training manager will oversee all disciplinary matters.
A learner will be issued with a certificate on completion. If a learner completes only one or more modules but not a complete qualification, a Statement of Attainment will be issued.
A Statement of Attendance may be issued where appropriate.
Before certification is issued the training manager verifies competency has been properly assessed, all tasks complete, and all fees paid. Once all is deemed in order, the training manager authorises issue of the relevant certificate.
When a client has completed their course and a certificate has been issued, the client’s file is archived. A reference is made of the client name, client number, and certificate number in the archive filing register.
BTA have put into place a range of strategies to make sure that certificates cannot be fraudulently printed or copied.
If you believe that a certificate or statement of attainment with BTA (Boarding Training Australia) logo or heading is fraudulent, please contact BTA or ASQA (http://www.asqa.gov.au/complaint) immediately.
BTA has the right to refuse to provide services (including training, assessment, and course materials) to clients who have outstanding accounts. BTA shall not be liable for any failure to provide services.
BTA complies with the Privacy Amendment Act 2012. Information collected on clients is only used for the purpose of delivery or our services.
Use And Disclosure Of Personal Information
Sensitive personal information will only be collected, as required, from clients. Such information is treated as confidential within BTA and is used for the purpose for which it was collected or for a related purpose. This includes:
BTA does not disclose sensitive personal information to other third parties without permission or instruction from the learner unless required by Law to do so.
Information About Clients From Third Parties
BTA may need to source or verify information about clients from a third party. Wherever possible this will be done with the learner’s authorisation, or if not possible, BTA will inform the learner when such information is collected.
Security Of Personal Information
In line with new technology, BTA continually improves the security of personal information collected. BTA takes all reasonable steps to protect the personal information of persons by:
Rights To Access Information
Under the Privacy Act, learners have the right to access personal and course progression information held about them. If the information is incorrect, they have the right to require BTA to amend the information.
To access the information and course progress learners are required to contact the training manager in writing requesting access. The training manager must verify the learner’s identity through either presentation of appropriate identification or answering a series of specific security questions. Both the learner and the training manager, as an official record of the access and identity verification, must sign the request for access form. There may be a waiting period of up to seven (7) days before access is granted.
Staff must be aware of the Privacy Act 2001, and its requirements, and must at all times ensure learner information remains confidential.
No staff member is to release any information about learners to any third party unless prior written authorisation is obtained from the client or disclosure is required by law.
Authorised Third Parties
Learners may nominate third parties they wish to access their records. The Training manager ensures a third party access form is completed and the details for the third party are obtained. These details will be entered into the learner’s file.
Any staff member who receives a request for information from a person claiming to be authorised must verify this authorisation and any related conditions through either a password or question list check prior to releasing any information.
Each of the key areas of best practice is outlined in more detail in the following pages.
1.1 Marketing of training and assessment services
BTA markets and advertises its products and services in an ethical manner. BTA accurately represents recognised training products and services to prospective learners and clients. BTA promotes only what it has on scope and is able to deliver and does so in a manner which is designed to support the training needs of the Boarding and Community Services industry. BTA gains written permission from a learner or residential organisation before using information about that individual or organisation in any marketing materials.
BTA ensures learners and clients are provided with full details of conditions in any contract arrangements with the organisation. This includes any costs or charges that a learner or their site may incur as a direct result of their engagement the delivery and assessment of their course. No false or misleading comparisons are drawn with any other training organisation or qualification.
1.2 Financial standards
BTA has measures in place to ensure that learners and clients receive a refund of fees for services not provided, including services not provided as a result of the financial failure of the organisation. Where necessary; alternative provision will be made for learners to access services not provided to the learner.
BTA ensures that the contractual and financial relationship between the learner/client and the organisation is fully and properly documented, and that copies of the documentation are made available to the learner/client.
BTA has a refund policy that is fair and equitable and this policy is made available to all learners and clients prior to enrolment.
1.3 Issuance of qualifications
BTA issues qualifications and Statements of Attainment to learners who meet the required outcomes of a qualification or unit of competency, in accordance with the Standards for Registered Training Organisations 2015, Standard three, schedules four and five.
1.4 Provision of information
BTA supplies accurate, relevant and up-to-date information to prospective learners and employers regarding course offerings, content, availability, policies and procedures, funding/costs and assessment as a part of ongoing commitment to transparency and equity. BTA supplies this information to learners and clients prior to enrolment and regularly reviews all information provided to ensure its accuracy and relevance.
BTA fully cooperates with the VET regulator ASQA by;
1.5 Record keeping
BTA keeps complete and accurate records of the attendance and progress of learners, as well as financial records that reflect all payments and charges and the balance due, and provides copies of these records to learners on request.
BTA ensures that all records pertaining to individuals including academic, financial and other records maintained by the Registered Training Organisation are complete and accurate. The records are managed confidentially and are not divulged to third parties unless authorised by the learner or as required under law. Learners may view their own records to confirm their accuracy and completeness.
BTA has the following arrangements in place for secure handling of student data and all training resources;
Current student records;
Past student records
1.6 State and Commonwealth legislation
BTA complies with Commonwealth, State and Territory legislation and regulatory requirements relevant to its operations.
BTA ensures staff, current learners and employers are informed of any changes to legislative and regulatory requirements that affect the services delivered.
2.1 Access and Equity
BTA aims to ensure ample opportunity to complete training and assessments regardless of any perceived disability or disadvantage and regardless of gender, socioeconomic background, disability, ethnic origin, age or race, and will:
Learners are responsible for behaving in a courteous, sensitive and non- discriminatory manner when dealing with staff, clients, consultants, learners or the broader community.
BTA endeavours to meet everyone’s diverse learning needs. To assist the RTO in this process, learners are invited to inform trainers and assessors involved with training programs of any special considerations or requirements they may have (e.g. disabilities and/or special learning difficulties), or of any Access and Equity issues arise during participation in training.
2.2 Child protection
BTA staff, maintains current knowledge and practice in relation to child protection, child safety and mandatory notification practices for each State and Territory. Although the staff does not generally work with learners under the age of 18, we recognise that the working context within which we are situated, student residential organisations (BTA), has a direct focus in this area, and that from time to time staff may be in contact with younger students. As such BTA personnel put in place the required practices and processes in working with children and fully under take their legal obligation in regard to child safety and child protection.
2.3 Recruitment / enrolment
NOTE: Two of the qualifications offered by BTA are contextualised qualifications. To achieve competency in these qualifications learners must be working in the student residential industry or be able to access significant work placement hours in the student residential industry.
2.4 Support services
BTA provides adequate protection for the health, safety and welfare of learners.
2.5 Grievance mechanism (complaints and appeals)
BTA ensures that learners and clients have access to a fair and equitable process for dealing with grievances, and provides an avenue for learners to appeal against decisions, which affect the learners’ progress. Every effort is made by BTA to effectively resolve learners’/clients’ grievances.
For this purpose, the BTA grievance policy clearly provides a mechanism for concerns and complaints to be dealt with in a fair and constructive manner in accordance with BTA Policy and practice.
Where a grievance cannot be resolved internally, BTA advises learners and clients of the appropriate body as to where they can seek further assistance. This will be the ASQA complaints team.
Where a complaint or appeal has been made, BTA undertake to securely maintains records of the complaint or appeals and the outcomes, and to maintain a complaints and appeals log.
BTA will seek to identify potential causes of complaints and appeals and takes appropriate corrective action to eliminate or mitigate the likelihood of reoccurrence.
3.1 Quality Control
BTA seeks feedback from learners and clients on their satisfaction with services they have received, and seeks to improve its services in accordance with their expectations.
BTA seeks feedback in compliance with AQTF Standards requirements though validation, moderation and audit processes.
3.2 Industry engagement
BTA is committed to the provision of contextualised and recognised training programs which reflect and include the values, policies, perspectives and practices current to the industry sector. BTA engage regularly with relevant industry representatives to evaluate our training and assessment services. This ensures that BTA graduates hold the required skills and knowledge to undertake the standard of performance required in student residential care worksites.
BTA training and assessment strategies are developed in consultation with the student residential care industry to ensure that training is consistent with current industry practice.. Where training and assessment occurs in the workplace, evidence of performance will contribute to the assessment process.
4.1 Provision of Training and Assessment Services
BTA has policies and management practices which maintain high professional standards in the delivery of training and assessment services, and which safeguard the interests and welfare of learners and/or clients.
BTA is committed to the principle and practice of continuous improvement of the service it offers and will seek both learner and industry feedback on the training and assessment services received.
BTA has the capacity to deliver and assess the vocational qualifications for which it has been registered, provides adequate facilities, and use methods and materials appropriate to the learning and assessment needs of learners.
BTA monitors and assesses the performance and progress of its learners.
BTA ensures that training staff are not only suitably qualified but are also sensitive to the cultural and learning needs of learners. Training is provided for BTA staff as required.
BTA ensures that assessments are conducted in a manner, which meets the endorsed components of the relevant Training Package(s) and/or accredited programs. It also offers learning and assessment processes that as far as practicable meet the individual learning needs of learners.
BTA as a Registered Training Organisation ensures that its operations comply with Standards for NVR Registered Training organisations 2012.
BTA recognises that many of the student residential care industry supervisors have many years of experience, and have skills and knowledge relevant to work roles and responsibilities that are also relevant to course outcomes.
BTA will where possible assist each learner to gain recognition for these existing skills, abilities and knowledge through a process of Recognition of Prior Learning (RPL)
5.2 Recognition of qualifications issued by other RTOs and educational institutions.
BTA recognises the AQF Qualifications and Statements of Attainment issued by other RTO’s and educational institutions recognised in the AQF. National recognition obligations are reflected in our organisation’s policies and procedures and information to staff and clients. Credit for units of competency (that are current) with another RTO will automatically be granted towards the completion of the qualification being undertaken with BTA
Steven J Florisson