Credit Transfer
(Recognition of AQF Qualifications)

My CPE acknowledges the requirement as a Registered Training Organisation to recognise the awards issued by other RTOs. This is limited to outcomes that are drawn from the national skills framework being units of competency awarded and accurately identified in statements of attainment and qualifications.

What is credit transfer?

Credit transfer (also referred to as national recognition or universal recognition) is the recognition of learning achieved through formal education and training. Under the Standards for Registered Training Organisations, qualifications and statements of attainment issued by any RTO are to be accepted and recognised by all other RTOs. Credit transfer allows the unit of competency previously achieved by a learner to be recognised when they are enrolling in a related course where those units can assist them in meeting the requirements for a qualification. It is important to note that credit transfer is not recognition of prior learning (RPL). RPL is an assessment and is addressed within the Recognition policy. 

When unit codes and titles are different

If credit transfer is being sought for a unit of competency which has a different title or code, then it is necessary to establish the equivalence status between the unit held and the unit being sought. In many cases, this information can be found in the mapping guide published on the National Training Register www.training.gov.au. 

Our administrative staff will obtain this information and validate claims of equivalence. Administrative staff should note that the mapping notes within the National Training Register are sometimes very clear and, in general, will use language such as “Not equivalent” or “Is superseded by and is equivalent to”. In some cases, there will appear to be no direction, and this may be because the unit is new and has no previous version of the unit. In some cases, it will say words to the effect: “Is superseded by:” without any clarification about the equivalence status. In these cases, the new unit should be considered as not equivalent. If in doubt, admin staff are to seek the advice of the Chief Executive Officer or the related industry skills council.

If there is no mapping available, the unit is deemed not equivalent; then, we are not to recognise the unit through credit transfer. In these circumstances, the applicant should be referred for RPL in accordance with our Recognition policies and procedures. Under no circumstances is a comparison between units to be used as the basis for issuing credit transfers. If the skills council has not determined it to be equivalent, then it is not. Subjective comparisons by the RTO are not valid.

Evidence requirements

An applicant will be required to present his or her statement of attainment or qualification for examination by MY CPE. These documents will provide the detail of what units of competency the applicant has been previously issued. Applicants must provide satisfactory evidence that the statement of attainment or qualification is theirs and that it has been issued by an Australian RTO. Statements of attainment or qualifications should be in the correct format as outlined in the Australian Qualifications Framework, Second Edition, 2013. The applicant is required to submit copies only that are certified as a true copy of the original by a Justice of the Peace (or equivalent).

Credit transfer guidelines

The following guidelines are to be followed when an application for credit transfer is received:

• Any learner is entitled to apply for credit transfer in a course or qualification in which they are currently enrolled.
• Learners may not apply for credit transfer for units of competency or qualification that are not included in our scope of registration.
• Whilst learners may apply for credit transfer at any time, they are encouraged to apply before commencing a training program. This will reduce unnecessary training and guide the learner down a more efficient path to competence.
• The learner does not incur any fees for credit transfer, and we do not receive any funding when credit transfer is granted.
• Credit transfer may only be awarded for whole units of competency. Where a mapping guide identifies a partial credit, this will not be considered for credit transfer, and the applicant will be advised to seek recognition.
• Credit transfer will only be issued when the learner’s enrolment includes at least one other unit of competency for which the learner is participating in training or is seeking recognition. The learner may not enrol only for credit transfer.
• The recognition of a unit of competency under a credit transfer arrangement is not contingent on the applicant demonstrating their currency. If the unit has been previously awarded and equivalence can be demonstrated, then the unit can be recognised. The currency of the applicant is not a factor to be considered.

Credit transfer procedure

The following procedure is to be applied by My CPE upon receipt of an application for credit transfer:

• Step 1 We will provide sufficient information to candidates to inform them of opportunities for alternative pathways via credit transfer and the credit transfer policy. Ideally, this information should be provided to candidates prior to enrolment.
• Step 2 To apply for credit transfer, the applicant must complete and submit the following documentation to My CPE:
  • Credit transfer Application Form;
  • Certified copy of the qualification or statement of attainment; and
  • Enrolment application for the training program applicable to the units of competency for which credit transfer is requested.
• Step 3 On receipt of the application, we will check the qualification or statement of attainment for authenticity and grant credit transfer for the equivalent units of competency that have been completed at any other Registered Training Organisation.
• Step 4 Where the units of competency do not align with the units of competency requested, further information is to be sought in the form of the Training Package mapping guide if available.
• Step 5 Verified copies of qualifications and statements of attainment used as the basis for granting credit transfer must be kept on the learner file.
• Step 6 The completed credit transfer application form must be signed by the learner and My CPE Chief Executive Officer (or delegate) and retained on the learner’s file at My CPE.
• Step 7 Learners will be notified in writing of the outcome of their application. This may include issuing statements of attainment or qualifications awarded through credit transfer in accordance with our Certification policies and procedure.

Credit transfer Process

Assessment

At My CPE, we recognise that assessment is a core service offered to our learners (candidates) and is at the centre of our operation as a Registered Training Organisation. Quality assessment ensures that the skills and knowledge of candidates are assessed using four principal determinants:

• That assessment decisions are based on the assessment of skills and knowledge compared with units of competency drawn from nationally endorsed Training Packages or accredited courses.
• That the target industry or enterprise requirements are contextualised and integrated within the assessment.
• That evidence is gathered that meets the rules of evidence.
• That assessment is conducted in accordance with the principles of assessment.

Assessing the Unit of Competency

My CPE uses units of competency drawn from nationally endorsed Training Packages as the primary benchmark for assessment. Supporting these sometimes are industry standards or codes of practice. These and other industry-specific publications inform the context and standard of performance during assessment. 

In order to identify the precise assessment criteria, we apply a methodology of unpacking a unit of competency in order to assess the full scope of the unit, including elements of competence, performance evidence, knowledge evidence and the requirements of the evidence conditions. This process ensures that our assessment strategies accurately reflect the requirements of the relevant training package and are valid. To ensure alignment with all components of a unit of competency, unit mapping must be undertaken during the design and development of the assessment. Unit mapping must also be undertaken when carrying out assessment validation. 

Unit mapping will show the relationship between the planned assessment activities and each component of the unit. This must be conducted at a micro level of detail to allow the mapping to be useful late on as a reference to demonstrate the validity of the assessment. An assessment mapping document is available for this purpose.

Assessment context

My CPE recognises the importance of establishing the right context for candidates during their assessment. Assessment context refers to the physical and non-physical environment in which skills and knowledge are assessed. This may be a workplace such as an office setting or a manufacturing workshop. The non-physical environment refers to things such as workplace policy and procedure, workplace tempo and culture. Many units of competency may be applied in any workplace, such as skills and knowledge relating to workplace safety or leadership. 

It is our responsibility to ensure that candidates are provided with the right context to undertake their assessment activities. To achieve this, we will apply the following strategies:

• Incorporation of the candidate’s own workplace policies and procedures into the assessment scenario or activity.
• Conduct the assessment in the candidate’s workplace, performing real workplace tasks where possible.
• Integration of relevant industry codes of practice and other industry information into the assessment activity.
• Incorporation of industry job descriptions for learners to align with during realistic simulated workplace scenarios and case studies.
• Incorporation of regulatory information relating to licensing which applies to the unit of competency.
• Tailoring the program outcomes to meet the organisational training needs of the enterprise without compromising the Training Package requirements.
• Creating assessment activities that require the learner to conduct specific research relating to industry situations and occurrences where applicable.
• Provide a realistic simulated workplace within My CPE facilities.

While applying these strategies, it is important to ensure that in establishing the context for assessment, we do not affect the transferability of the unit of competency. When the candidate is assessed as competent, this also means that the candidate can transfer the applicable skills and knowledge between different workplaces and contexts. This means that the competency is transferable and is a fundamental element of competency-based training and assessment.

Principles of assessment

In the delivery of assessment services, My CPE applies the principles of assessment. Assessment strategies have been designed to ensure:

• Validity. We conduct assessment against the broad range of skills and knowledge identified within each unit of competency and which is integrated with the performance of workplace tasks. We ensure that the assessment is transferable to different contexts and situations and that all components of the unit of competency are being assessed.
• Reliability. We seek to gather and interpret evidence in a consistent manner that provides for reliable assessment both for the candidate and for assessors. We achieve this by using assessors who have the required competencies in assessment and the relevant vocational competencies. Our assessment resources also provide standardised outcomes supported by model answers to guide assessors in their judgements. Reliability is also supported by the moderation of assessment judgements across our assessors.
• Flexibility. We strive to provide assessment opportunities that reflect a candidate’s needs. Our chosen assessment strategies provide for recognition of a candidate’s current competency and employ a range of methods appropriate to the context of the industry, the unit of competency and the candidate themselves. 
• Fairness. Our assessment approach encourages fairness in assessment through consideration of the candidate’s needs and characteristics and through making reasonable adjustments when it is required. Assessors achieve this through clear communication with a candidate to ensure that the candidate is fully informed about, understands and is able to participate in the assessment process and agrees that the process is appropriate.

Collecting evidence that counts – the rules of evidence

In collecting evidence, My CPE applies the rules of evidence to inform the assessment strategy. Assessment strategies have been designed to ensure:

• Sufficiency. We ensure the collection of valid assessment evidence in such quantity to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. The collection of sufficient assessment evidence will be supported by using a range of assessment methods which lead to the collection of evidence over time based on a range of performances.
• Validity. We collect evidence that directly aligns with the components documented within each unit of competency. The collected assessment evidence must replicate the outputs of the task as though it were being performed within an actual workplace. This may include the observation of the candidate performing the tasks relevant to the unit of competency or the collection of a completed workplace product. Assessment evidence that is purely academic in nature should be given a lesser priority to the collection of evidence that relates directly to the candidate performing the tasks indicative of the unit of competency.
• Authenticity. We seek evidence that is authentic. To support this, assessors must be assured that the evidence presented for assessment is the candidate’s own work. Where documentary evidence is relied on, it must be certified or supported by two other forms of evidence that demonstrate the same skill or knowledge. In all instances where work is submitted external to My CPE (i.e. electronically, distance assignments, online), this is to include a signed authenticity statement by the candidate that they certify the work as their own.
• Currency. We must be satisfied that the candidate currently holds the skills and knowledge relating to a particular unit of competency. Assessment evidence is to be based on the candidate’s performance either at the time of the assessment decision or in the very recent past. Questions of evidence currency will mostly relate to recognition of prior learning applications where a candidate has been in the workplace for many years and is seeking recognition of skills and knowledge obtained through workplace experience or previous training. In all situations, assessors must validate the currency of a candidate’s knowledge and skills. 

Employers and other parties contributing to assessment evidence

Where industry representatives are engaged to contribute toward assessment evidence, MY CPE will use a standard approach to collect this evidence. We place a high value on the assessment evidence that is gathered by supervisors or employers in the workplace. This evidence is usually very current and valid and contributes to the assessment decisions made by a qualified assessor. We do not, however, advocate the use of industry evidence (also referred to as third-party evidence) as a substitute for the gathering of direct evidence by an assessor. In all areas of our operation, industry evidence is only to be used to complement and support the evidence being gathered by an assessor and is not to be used as primary evidence.

During the development of assessment tools, assessors are to ensure that the observation criteria used in industry evidence reports are wholly task orientated. These observation criteria should reflect the tasks that the supervisor would expect to issue to an employee and monitor during normal workplace duties. The industry evidence report is not to contain assessment criteria drawn from a unit of competency as these assessment criteria are suitable only for trained and qualified assessors to interpret. 

It is also not desirable to collect industry evidence simply by providing a document to be completed. This leads to the collection of insufficient evidence and is an annoyance to the industry. Where possible, assessors are to engage with industry representatives directly and collect evidence about a candidate’s performance through discussion with supervisors. This discussion will be based on observable workplace tasks, and evidence is to be recorded by the assessor. These discussions may be undertaken face-to-face or over the phone. The assessor must record the industry representative’s details, contact information and the date/time of the engagement. 

Engagement with industry

My CPE is well-placed to leverage current industry associations to incorporate industry requirements into the assessment process. Consultation with enterprises or industries will provide information about assessment requirements relevant to workplaces. Regulatory requirements that relate to specific units of competency will be incorporated to ensure our learners are well-prepared for their workplace duties. Further information on industry engagement can be found in the Industry Engagement Policy.

Recognition of prior learning

My CPE will provide all learners with the opportunity to seek recognition of their prior learning. Recognition is viewed simply as another method of assessment and therefore is conducted in accordance with this policy. Further information can be found in the sections on recognition section of this policy.

Credit transfer (Credit transfer)

My CPE will recognise and award credit transfers for candidates presenting with current competence. Where a candidate is seeking credit transfer for a unit of competency that is on our scope of registration and the candidate can provide documentary evidence that the unit has been previously awarded to the candidate, credit transfer will be awarded. It is important to note that credit transfer is not an assessment. It is an administrative function that determines the equivalence of a unit of competency the candidate has been previously awarded to units of competency incorporated into courses being delivered by My CPE. If the unit is the same or is equivalent, then the unit may be issued as a credit transfer. This is not to be confused with the recognition of prior learning, which is a method of assessment. Please refer to the Credit transfer policy for further guidance.

Competence of assessors

In accordance with the Standards for Registered Training Organisations, assessors are required to hold the minimum competencies for training assessment and the vocational competencies at least to the level being assessed. My CPE has appropriate systems in place to ensure that all staff members are appropriately qualified to meet our requirements under the Standards for Registered Training Organisations. Further information can be found in this manual within the Trainer Competency Requirements policy.

Where an assessor does not hold the required training and assessment competence but is a recognised industry expert, we will put appropriate supervision arrangements in place to support the gathering of valid evidence. Further guidance on supporting these assessors can be found in this manual in the policy on Assessment Partnerships.

Assessment validation

Assessment validation is the process where assessors compare and evaluate their assessment methods, assessment procedures and assessment decisions. My CPE will facilitate regular assessment validation opportunities to maintain a quality assessment and to improve assessment strategies continuously. Further information can be found in this manual in the policy on Assessment Validation.

Assessment tools

Assessment tools are the media (electronic or hard copy) used to gather evidence about a candidate’s competence. We have developed assessment tools that support the assessment of applicable units of competency in accordance with the requirements of industry Training Packages. It is important for My CPE staff members to acknowledge that these are generic tools that provide us with a starting point for the development of other supporting tools which will reflect the needs of our clients or target industry group. My CPE staff members must be satisfied that tools developed for assessment fit with the requirements of the target industry and enterprise requirements. Some units of competency are associated with licensing requirements, and whilst this is not always stipulated in the unit of competency, we will need to be informed of the additional requirements this imposes during assessment. 

The following are examples of assessment tools that may be incorporated into an assessment strategy to meet the Training Package and industry requirements, the rules of evidence and the principles of assessment:

• Direct observation checklist;
• Simulation exercises or role-plays;
• Project outlines and explanation sheets;
• Workplace templates;
• Written questionnaires;
• Verbal questionnaires;
• Portfolios, for example, collections of work samples by the candidate;
• Product with supporting documentation or journal/logbook;
• Workplace samples/products; and
• Industry/workplace evidence reports
• Formal Examinations.

This list of assessment tools identifies only a small number of assessment tools that are in use. These are, however, the more common tools and support holistic assessment methods favoured by My CPE.

Completed assessment tools are to be retained within the learner record in accordance with the Records Retention and Management Policy.

Assessment information

The assessment information is the information provided to both candidates and assessors to guide their conduct of the assessment and the completion of assessment activities. This information is used to draw out a response from a candidate. 

Examples of assessment information include: 

• Instructions to set the framework for the activity, such as who, what, where, when and how. The expected outcomes of the assessment should be included in these instructions, and it is critical that they are straightforward and in line with the candidate’s preparation during learning or through other competency development pathways.
• Scenario information includes information that sets the context for a simulated assessment activity. This may be a simple case study or a deep scenario that requires analysis and interpretation. It is important to note that the higher the AQF qualification level, the greater the requirement to analyse and apply cognitive skills to produce workplace outcomes. Scenario information used to support assessment at a Diploma level, for example, should be relatively deep and complex to allow the candidate to exercise their analytical skills and produce viable workplace products and outcomes.
• Industry information includes items such as codes of practice, policies and procedures, legislation and regulations. Whilst this may not be provided in hard copy to every candidate, they should be provided contacts, websites or hyperlinks to access this information. Electronic copies of industry information are also acceptable.

At My CPE, our assessment activities are to be supported by clear assessment information that will ensure a reliable assessment across our operation. Ultimately, the quality of assessment outcomes produced by a candidate will be directly affected by the quality of the information provided at the commencement of the activity. My CPE staff is to prepare suitable assessment information for all assessment activities and is to gain approval from My CPE Chief Executive Officer for the use of assessment resources.

Re-assessment

Learners who are assessed as not yet competent are to be provided with detailed verbal and written feedback to assist them in identifying the gaps in their knowledge and skills to be addressed through further training. These learners are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment. 

It is the policy of My CPE to provide two opportunities for additional training and re-assessment at no additional cost to the learner or employer. Learners who require additional training and re-assessment after they have exhausted their two opportunities will be required to pay a fee for additional training and re-assessment. Please refer to the current fee schedule to identify the re-assessment fee. 

Learners requiring additional learning support are to be brought to the attention of My CPE management so the progress of the learner can be monitored closely, and additional support services can be applied well before it becomes necessary to impose an additional fee for re-assessment. Where learners repeatedly do not demonstrate competence following significant learning and assessment support, a learner’s enrolment can be determined through mutual agreement.  

Assessment procedure

The following procedure is to be applied for conducting assessments:

• Step 1: Prepare for assessment. The assessor is to:

• Establish the context and purpose of the evidence to be collected;
• Identify and analyse the units of competency, Training Package and My CPE assessment strategy to identify the evidence requirements; and
• Review the assessment tools and confirm their currency and adequacy in meeting the rules of evidence.

• Step 2: Prepare the candidate. The assessor meets with the candidate to:

• Explain the context and purpose of the assessment and the assessment process;
• Explain the units of competency to be assessed and the evidence to be collected;
• Outline the assessment procedure and the preparation the candidate should undertake, and answer any questions;
• Assess the needs of the candidate and, where applicable, negotiate reasonable adjustments for assessing people with disabilities without compromising the competency outcomes;
• Seek feedback regarding the candidate’s understanding of the units of competency, evidence requirements and assessment process; and
• Determine if the candidate is ready for assessment and, in consultation with the candidate, decide on the time and place of the assessment.

• Step 3: Plan and prepare the evidence-gathering process. The assessor must:

• Establish a plan for gathering sufficient quality evidence about the learner’s consistent performance in order to make the assessment decision;
• Source or develop assessment materials to assist the evidence-gathering process;
• Organise equipment or resources required to support the evidence-gathering process; and
• Coordinate and brief other personnel involved in the evidence-gathering process.

• Step 4: Collect the evidence and make the assessment decision. The assessor must:

• Establish and oversee the evidence-gathering process to ensure its validity, reliability, fairness and flexibility;
• Collect appropriate evidence and match compatibility to the elements, performance criteria, range statement and evidence guide in the relevant units of competency;
• Evaluate evidence in terms of the four dimensions of competency – task skills, task management skills, contingency management skills and job/role environment skills;
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the competencies;
• Evaluate the evidence in terms of validity, consistency, currency, authenticity and sufficiency;
• Consult and work with other staff, assessment panel members or technical experts involved in the assessment process;
• Record details of evidence collected; and
• Make a judgement about the candidate’s competence based on the evidence and the relevant unit(s) of competency.

• Step 5: Provide feedback on the assessment. The assessor must provide advice to the learner about the outcomes of the assessment process. This includes providing the candidate with:

• Clear and constructive feedback on the assessment decision within seven working days from receipt of submission;
• Information on ways of overcoming any identified gaps in competency revealed by the assessment;
• The opportunity to discuss the assessment process and outcome; and
• Information on re-assessment and the appeals process if applicable.

• Step 6: Record and report the result. The assessor must:

• Record the assessment outcome according to the policies and procedures of My CPE;
• Maintain records of the assessment procedure, evidence collected and the outcome according to the policies and procedures of My CPE;
• Maintain the confidentiality of the assessment outcome; and
• Organise the issuance of statements of attainment according to the policies and procedures of My CPE.

• Step 7: Review the assessment process. On completion of the assessment process, the assessor must:

• Review the assessment process;
• Report on the positive and negative features of the assessment to those responsible for the assessment procedures; and
• If necessary, suggest to an appropriate My CPE personnel ways of improving the assessment procedures through raising a Continuous Improvement Report or by providing input to the next scheduled assessment validation.

• Step 8: Participate in the re-assessment and appeals process. The assessor must:

• Provide feedback and counselling to the candidate, if required, regarding the assessment outcome or process, including guidance on further options;
• Provide the candidate with information on the re-assessment and appeals process;
• Report any assessment decision that is disputed by the candidate to appropriate My CPE personnel; and
• Participate in the re-assessment or appeal according to the policies and procedures of My CPE.

Reasonable adjustment

Reasonable adjustment to learning and assessment is available to all learners who have identified any special learning needs on the enrolment form, such as language literacy and numeracy (LLN), intellectual, physical or learning disability.

The Trainer/Assessor will assess the learner’s information and provide all reasonable adjustments, where appropriate, to support each learner’s successful learning and course completion. 

To maximise the chance of learners successfully completing their training, My CPE takes steps to: 

• Identify the particular requirements that learners need to complete for the course (for example, foundation skills, intellectual, physical or learning disability etc.).
• Identify the support learners will need based on the information provided and/or the results of LLN testing.
• Develop strategies to support learners, and 
• Provide access to the required support learners will need.
• Monitor the adjustments to ensure learner needs continue to be met.

If required, we are able to provide a reasonable adjustment to an assessment on a case-by-case basis. Reasonable adjustment must be applied to participation in teaching, learning and assessment activities  and can include:

• Customisation within the training package.
• Flexibility to adapt materials for use with assistive technology such as software, magnification aids and specialised computer accessories.
• Ability to engage support services such as Auslan interpreters, disability coaches, mentors and reader/scribes.
• Modification to teaching tools, tasks, methodologies and the learning and assessment environment, for example, alternative tasks, different presentation mediums, learner support, use of assistive technologies.
• Provision of accessible information prior to enrolment plus accessible learning materials.

Assessment Process

Recognition

In accordance with the requirements of the Standards for Registered Training Organisations, My CPE provides the opportunity for learners to apply to have prior learning recognised toward a qualification or units of competency for which they are enrolled.

Recognition generally takes two forms: recognition of prior learning, which is the focus of this policy, and credit transfer which is dealt with in the Credit Transfer section of this manual. For the purposes of this policy, recognition of prior learning will be referred to simply as recognition.

What is recognition?

Recognition involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. Recognition assesses this unrecognised learning against the requirements of a unit of competency, in respect of both entry requirements and outcomes to be achieved. By removing the need for duplication of learning, recognition encourages an individual to continue upgrading their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes. This has benefits for the individual and industry. Most importantly, it should be noted that recognition is just another form of assessment and requires the same application of policy and procedures outlined in the Assessment section of this manual.

Recognition guidelines

The following guidelines are to be followed when an application for recognition is received:

• Any learner is entitled to apply for recognition in a course or qualification in which they are currently enrolled
• Learners may not apply for recognition for units of competency or qualification which are not included in My CPE’s scope of registration
• Whilst learners may apply for recognition at any time, they are encouraged to apply before commencing a training program. This will reduce unnecessary training and guide the learner down a more efficient path to competence
• Learners who are currently enrolled in a training program are eligible to apply for recognition in that program at no additional charge
• Assessment via recognition is to apply the principles of assessment and the rules of evidence
• Recognition may only be awarded for whole units of competency. 

Forms of evidence

Recognition acknowledges that workplace skills and knowledge may be gained through a variety of ways, including both formal and informal learning or through work-based or life experience.

In evaluating assessment evidence, MY CPE applies the following rules of evidence:

• Sufficient,
• Valid,
• Authentic, and
• Current.

Like assessment, recognition is a process whereby evidence is collected, and a judgement is made by an assessor or assessment team. The judgement is made on evidence provided by candidates of the skills and knowledge that they have previously learnt through work, study, life and other experiences and that they are currently using. It also includes evidence to confirm a candidate’s ability to adapt prior learning or current competence to the context of the intended workplace or industry.

Forms of evidence toward recognition may include:

• Work records;
• Records of workplace training;
• Assessments of current skills;
• Assessments of current knowledge;
• Third-party reports from current and previous supervisors or managers;
• Evidence of relevant unpaid or volunteer experience;
• Examples of work products;
• Observation by an assessor in the workplace;
• Performance appraisal; or
• Duty statements.

Many of these forms of evidence would not be sufficient evidence on their own. When combined together with a number of evidence items, the candidate will start to provide a strong case for competence. My CPE reserves the right to require candidates to undertake practical assessment activities of skills and knowledge in order to satisfy itself of a candidate’s current competence.

Appealing recognition outcomes

If the learner is not satisfied with the outcomes of a recognition application, they may appeal the outcome like other assessment decisions. Further information on the appeals process is available at https://www.mycpe.com.au/complaints-and-appeals/

Recognition procedure

The following procedure is to be applied by My CPE upon receipt of an application for recognition:

Step 1 Provide sufficient information to prospective learners to inform them of opportunities for alternative pathways via recognition and the recognition process.

Step 2 Learners who request recognition of their current competence are to be invited to carry out a self-assessment prior to enrolment to determine their suitability for a recognition application (using the Recognition Self-Assessment Guide). This step is not compulsory but is strongly suggested. The learner should be provided with an electronic version of the RPL application documents.

Step 3 Undertake a recognition assessment planning interview between the assessor and the candidate (using the Recognition Assessment Plan). This is to include, where possible: 

• Helping the candidate to identify appropriate forms of evidence;
• Guiding the candidate on the use of recognition tools; and
• Informing the candidate about the assessment process.

Step 4 Candidates are to compile their recognition submission (using a Recognition Evidence Report). This form allows candidates to record their particular documentary evidence against each unit of competency and to attach this evidence as required.

Step 5 The Assessor is then to review the assessment evidence and decide on the need for additional evidence on perceived gaps. The Assessor may invite the candidate to undertake a recognition interview to answer verbal questions or a practical assessment. At the end of the evidence-gathering process, the Assessor is to provide the candidate with written feedback regarding the assessment outcomes, including the procedure for the candidate to appeal the assessment outcome.

Step 6 If the candidate is not satisfied with the outcomes of a recognition application, they may appeal the outcome like any other assessment decision. Refer the candidate to the appeals process, which can be found in the Learner Information Booklet or policy and procedure manual.

Step 7 When all assessment and appeal processes have concluded, the assessment outcome is to be recorded in the recognition register and issued to the candidate with written advice of the outcome. This may include issuing statements of attainment or qualifications awarded through recognition in accordance with My CPE Qualifications Issuance policies and procedures.

Recognition Process

Training Package Transition

At My CPE, we acknowledge our obligation to remain informed of changes to training packages and to establish transition arrangements for existing learners and those learners who may be enrolled during a transition period. Our obligation is underpinned by the Standards for Registered Training Organisations requiring RTOs to manage their scope of registration to transition from superseded Training Packages within 12 months of their publication on the national register in order only to deliver currently endorsed Training Packages and currently accredited courses.

Background

Like all things in the national training system, nationally endorsed training packages are amended from time to time under a continuous improvement approach to ensure that training packages are aligned with industry requirements. In addition to these smaller changes, training packages can be entirely reviewed on a cyclic basis, and this often leads to new versions being issued or new training packages being developed and released. 

The impact of these changes can mean that qualifications and unit of competency codes and titles can change. Qualification issuing rules can change, and units of competency that are superseded may or may not be equivalent. This will all happen at different times during a learner’s enrolment and requires My CPE to manage the change process so that we comply with the Standards for Registered Training Organisations and ensure that our learners are not disadvantaged by these changes. 

New training packages are published and released using the National Training Register (training.gov.au). It is the date of release that marks the date for subsequent transition arrangements which are covered in this policy.

Aim

The aim of this policy is to ensure My CPE is delivering the most current outcomes to learners and to ensure My CPE actively manages its scope of registration. 

Transition principles 

My CPE is to apply the following principles to the management of a training package transition:

• My CPE is to monitor the status of training packages by subscribing to the Training.gov.au notification service and the notification service offered by the relevant Industry Skills Council. When changes to training packages are identified that affect the scope of registration of My CPE a new continuous improvement is to be raised within the student management system. 
• Continuous improvement actions relating to training package transition are to be managed through the Management Team meeting to ensure the transition is managed in a systematic way. Centralised and systematic management will enable other aspects of the My CPE operation to be included in the transition planning and the progress of the transition to be monitored. Other aspects of the My CPE operation that may be affected by the training package transition include marketing, business development, administration, compliance, resource development, learner welfare, interaction with ASQA, etc.
• The student management system is to be used to record the details of superseded qualifications, including the date existing qualifications were superseded, and to create new courses on the scope of registration once they are approved on the National Register. The student management system facilitates the production of various reports which permits learners affected by the transition to be identified and managed. 
• My CPE will initiate transition arrangements in response to training package changes as soon as possible following the publication on the National Register of revised qualifications or units of competency. Within the period of one year from the date the replacement training product was released on the National Register, learners must have either completed their training and have been issued with their AQF certificate or they must have been transferred to the revised training product. The learner cannot remain in or be issued a certificate for a superseded training product beyond the 12-month time period from the release date published on the National Register.
• Where the qualification or unit of competency is equivalent, these items will be automatically updated on the My CPE scope of registration. Where the items are not equivalent, My CPE must apply to have new training products added to its scope of registration by submitting an application to change the RTO scope of registration to ASQA via ASQANet, accompanied by supporting evidence and the required fee.
• Once a new qualification or unit of competency has been added to the scope of registration of My CPE, enrolments in the superseded item must cease as soon as practical, and all new enrolments must be made into the revised qualification or unit of competency. Please note that the Standards for Registered Training Organisations do allow enrolments in superseded qualifications to continue until the superseded qualification or unit is removed from the national register of the RTO (which occurs 12 months after it is superseded). My CPE has taken the position to cease enrolments into superseded qualifications or units of competency as soon as possible in order to ensure learners are receiving the most current training product.
• Learners who are enrolled in qualifications that are superseded part way through a training program are to be offered and encouraged to transfer their enrolment to the new qualification once it is obtained on My CPE scope of registration. 
• Where an AQF qualification is no longer current and has not been superseded, all learner’s training and assessment are to be completed and the relevant AQF certification documentation issued within a period of two years from the date the AQF qualification was removed or deleted from the National Register.
• Where a skill set, unit of competency, accredited short course or module is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation is issued within a period of one year from the date the skill set, unit of competency, accredited short course or module was removed or deleted from the National Register.
• A new learner must not commence training and assessment in a training product that has been removed or deleted from the National Register.
• Where a qualification is listed on our scope of registration and that qualification includes a superseded unit of competency that has been imported from a different training package, the transition requirement specified in the Standards for Registered Training Organisations in clause 1.26 do not apply. 

Teach out arrangements

Learners who are enrolled in qualifications that are superseded part way through a training program are to be offered and encouraged to transfer their enrolment to the new qualification once it is obtained on My CPE scope of registration. Learners who choose not to transition to a new qualification are to be ‘taught out’ to the conclusion of their qualifications. To support this arrangement, the following business rules are to apply:

• My CPE may continue to deliver training and assessment services and issue awards to current learners of the superseded qualification for a period of one year from the date the replacement training product was released on the National Register.
• Learners who have not completed a superseded qualification within 12 months from the date the replacement training product was released on the National Register must be immediately issued with a Statement of Attainment with any eligible units of competency and transferred to the new qualification.
• Except to replace an AQF Certificate issued by the RTO previously, an RTO must not issue an AQF certificate to a learner for a qualification that was superseded more than 12 months from the date the replacement training product was released on the National Register.
• Where a specific cohort of learners is likely to be disadvantaged by the forced transition of a qualification within the 12-month timeframe, the National VET Regulator may make a determination that provides My CPE additional time to teach the learner out. These determinations will be published by the National VET Regulator.

Transition management

The transition to new training packages is to be managed through the Management Team to ensure the transition is managed in a systematic way that integrates changes into all other areas of My CPE operation. It is critically important that high attention to detail is applied by the staff who are leading this work. 

The following steps are to be applied:

Monitor the status of training packages. The Chief Executive Officer is to monitor the status of training packages to remain aware of changes in the revised training package and how these might affect My CPE scope of registration. Changes to training packages are to be reported to the Management Team using the Continuous Improvement Report. The primary information source for monitoring the status of training packages is the National Register (training.gov.au).

Determine an action plan. Once changes are confirmed, the Management Team is to determine an action plan to respond to changes. The Management Team is to provide advice about the actions to be taken and appoint a person to lead the work to analyse the amendments that have occurred in the revised training packages and develop an action plan to address all necessary changes. Attention to detail must be given to minor changes that may occur to unit codes and titles to ensure these are not missed during the transition process. The common changes will include:

• Revised unit of competency and the qualification codes and titles;
• Revised packaging rules for qualifications changing the requirements in relation to the allocation of core or elective units;
• Revised units of competency, this may include the combining of two units of competency into one or minor changes where the unit of competency has remained equivalent;
• Revised pre-requisites, co-requisites or entry requirements; and
• Revised assessment guidelines that may relate to identifying new requirements relating to trainers and assesses.

Whilst not an exhaustive list, the common changes identified in the list above are certainly the most frequently seen in the transition of training packages.

Review Training and Assessment Strategies. Review the existing training and assessment strategy to determine the higher-level changes that have occurred to a qualification and the likely changes that are required. This may include additional consultation with industry to gauge their reaction to training package changes, identify new preferred electives and determine if there are specific industry requirements that need to be incorporated. Attention to detail must be given to minor changes. 

Keep learners informed. Take steps to inform existing learners of the changes to the applicable qualification. Before engaging with learners, ensure that the options that learners will have available to them have been fully considered. Provide information to learners and ensure that they fully understand their options and feel supported in any decision they may take. Learners are not to be disadvantaged because of the transition to a new training package.

Revise training and assessment materials. Undertake an analysis of the current training and assessment resources to identify relevant changes that are required to ensure training package requirements are being met. Once these have been identified, implement arrangements via the management meeting to have training and assessment materials revised. 

Training Package Transition Process

Extension terms and conditions

Extension requests must be made in writing to the CEO prior to the maximum course completion time. A fee will be charged for each additional period requested beyond the original course end date as specified in the MY CPE Schedule of Fees.

My CPE are not under any legal obligation to extend a course regardless of the circumstance.

Some courses cannot be deferred or extended, such as some government-funded courses where qualifications must be completed within certain time limits. My CPE will adhere to any government specifications regarding deferring or discontinuing subsidised training. The implication on fees may vary depending on the type of subsidy and the training program the student is enrolled in. Queries can be directed to hello@mycpe.com.au.

Learner complaints about fees or refunds

Learners who are unhappy with MY CPE arrangements for the collection and refunding of tuition fees are entitled to lodge a complaint. This should occur in accordance with MY CPE complaints policy and procedure.