From design to review
Principles of program design seek to ensure programs are coherent, integrated, and enable students to achieve capabilities or competencies appropriate to the program aims. The VET Programs Approvals Map provides an overview of the program approvals process.
Developing a business case is the first step in gaining approval to nationally recognised VET qualification or state accredited course, or to introduce a major change to an existing program.
The second step is the completion of the Training and Assessment Strategy.
Completion of this engages the Program Manager and team in the design of a program and will provide sufficient information for the completion of a Program Guide. Program design also involves consultation with industry and other stakeholders through Program Advisory Committees (PACs).
Design of programs also includes the development of Work Integrated Learning (WIL) strategies. RMIT’s set of generic graduate attributes represents the broad skills that RMIT University expects that graduates will have acquired and be able to demonstrate to an appropriate level whatever their program of study. They link to employability skills and program learning outcomes.
The Training and Assessment Strategy (TAS) is an important underpinning document for program and course alignment with the National VET Quality Framework. It also ensures Vocational Education program design is consistent with the University Academic Plan and that RMIT is compliant with Victorian Government requirements for Vocational Education students who are enrolled in subsidised places.
Vocational Education course level design results in the production of Course Guides which are in two parts:
Part A: course overview – contains information such as the description, credit points, an overview of assessment, resources and learning outcomes. It is available to the public and is a high level outline about the topics covered in a course.
Part B: course detail – contains the detailed information such as the teacher and learner directed hours, campus, instruction mode (e.g. face to face, online, workplace), a weekly teaching schedule, and detailed information about assessment tasks and resources being used. Part B is particular to a teaching period.
Associate Degrees follow processes for higher education undergraduate coursework qualifications.
Policies and procedures
- Vocational Education compliance instructions
- Program and course life-cycle procedure
- Vocational Education program approval instruction
- Work integrated learning procedure
- Management of program advisory committees – procedure
- Academic Plan 2011-2015
- Vocational education training and assessment strategy template [Google Document, 11p, Login Required] available on the VE Essentials website [Google Site, Login Required]
- Vocational education staff qualifications matrix template [DOC, 126 KB, 3 pages]
- Vocational education program resources and equipment list template [DOC, 126 KB, 3 pages]
- VET programs approvals map [PDF, 132 KB, 1 page]
Course and program guide editing
- Program guides system
- Course guide editing
- Australian Qualifications Framework – includes the AQF Handbook
- Department of Education - Workplace Learning – includes practical placement guidelines
- Australian Skills Quality Authority
- College of Business - Academic Development Group
- College of Design and Social Context - Learning and teaching academic services
- College of Science, Engineering and Health - Academic Development Group
- Office of Dean Learning and Teaching