Student Handbook

Index

General Enquiries | Welcome | About Rural Solutions SA | Enrolment

  1. What is Vocational Education & Training (VET)?
  2.  Student Selection, Enrolment & Induction
  3. Qualifications & Accreditations
  4. Learning & Employment Pathways
  5. Recognition of Prior Learning (RPL)
  6. National Recognition
  7. Refund Policy
  8. Access and Equity
  9. Complaint Appeals Policy
  10. Occupational Health, Safety & Welfare Policy
  11. Privacy Policy
  12. Fee schedule

Disclaimer

Rural Solutions SA and its employees do not warrant or make any representation regarding the use, or results of the use, of the information contained herein as regards to its correctness, accuracy, reliability, currency or otherwise. Rural Solutions SA and its employees expressly disclaim all liability or responsibility to any person using the information or advice.

© Rural Solutions SA

This work is copyright. Unless permitted under the Copyright Act 1968 (Cwlth), no part may be reproduced by any process without prior written permission from Rural Solutions SA. Requests and inquiries concerning reproduction and rights should be addressed to the Business Manager, Business Development & Marketing, Rural Solutions SA, GPO Box 1671, Adelaide SA 5001.

General Enquiries

Training Organisation Head Office
Meredie Johnson
RTO Manager
Phone: (08) 8226 0392
Mobile: 0423 027 885
E-mail: Johnson.Meredie@saugov.sa.gov.au

Rural Solutions SA
Phone: 1300 364 322
E-mail: info@ruralsolutions.sa.gov.au

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Welcome

Congratulations on taking this step towards gaining a formal qualification. Whether through Recognition of Prior Learning or through enrolling in a training course, gaining a qualification means your expertise can be more easily recognised by your peers and by prospective employers in your industry across Australia.

Rural Solutions SA is pleased to be working with you, both assisting you to map pathways through the broad range of training opportunities that exist and providing relevant and timely training and assessment services so that you can achieve your educational goals.

Congratulations on taking this step towards gaining a formal qualification.

Locky McLaren
Executive Director
Rural Solutions SA

RTO Registration Number: 40063

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About Rural Solutions SA

Rural Solutions SA is the key business unit within Primary Industries and Resources South Australia (an agency of the South Australian Government), providing specialised consultancy services in agriculture, agribusiness, natural resource management and education and training.

Rural Solutions SA provides services to State, Commonwealth and local government, industry bodies, commercial enterprises and rural communities. It brings together the combined expertise of nearly 300 regionally based consultants.

Rural Solutions SA prides itself on the broad range of expertise that it has available to develop and deliver timely, relevant and high quality educational and training packages. Rural Solutions SA places emphasis on understanding the particular needs of the customer, and providing the most appropriate projects and services.

In Rural Solutions SA, we strive to be professional in our approach, flexible and innovative, and to achieve the results the customer wants. As South Australia’s leading rural consulting business, we are proud to be working in partnership with you as you seek to pursue further training opportunities.

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What is Vocational Education & Training (VET)?

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification, which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following six AQF qualifications:

Certificate I
Certificate II
Certificate III
Certificate IV
Diploma
Advanced Diploma

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification or statement of attainment.

Competency Units

Qualifications are made up of “Competency Units” (like a module or subject), which are designed, by industry and industry groups. For example, a Diploma of Business contains 8 Competency Units and once the candidate completes the requirements of each competency unit then they receive the qualification.

Competence = Underpinning Knowledge + Application & Experience

Statement of Attainment

Where an AQF qualification is partially achieved through the achievement of one or more endorsed units of competency, an RTO may issue a Statement of Attainment.

Under the Standards for Registered Training Organisations, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes
Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes
Do the competencies enable an individual with this qualification to:

  • Demonstrate knowledge by recall in a narrow range of areas;
  • Demonstrate basic practical skills, such as the use of relevant tools;
  • Perform a sequence of routine tasks given clear direction
  • Receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes
Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Distinguishing Features of Learning Outcomes
Do the competencies enable an individual with this qualification to:

  • Demonstrate basic operational knowledge in a moderate range of areas;
  • Apply a defined range of skills;
  • Apply known solutions to a limited range of predictable problems;
  • Perform a range of tasks where choice between a limited range of options is required;
  • Assess and record information from varied sources;
  • Take limited responsibility for own outputs in work and learning.

Certificate III

Characteristics of Learning Outcomes
Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgment is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.

Distinguishing Features of Learning Outcomes
Do the competencies enable an individual with this qualification to:

  • Demonstrate some relevant theoretical knowledge
  • Apply a range of well-developed skills
  • Apply known solutions to a variety of predictable problems
  • Perform processes that require a range of well-developed skills where some discretion and judgment is required
  • Interpret available information, using discretion and judgment
  • Take responsibility for own outputs in work and learning
  • Take limited responsibility for the output of others.

Certificate IV

Characteristics of Learning Outcomes
Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills.

Applications involve responsibility for, and limited organisation of, others.

Distinguishing Features of Learning Outcomes
Do the competencies enable an individual with this qualification to:

  • Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts
  • Apply solutions to a defined range of unpredictable problems
  • Identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas
  • Identify, analyse and evaluate information from a variety of sources
  • Take responsibility for own outputs in relation to specified quality standards
  • Take limited responsibility for the quantity and quality of the output of others.

Diploma

Characteristics of Learning Outcomes
Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes
Do the competencies or learning outcomes enable an individual with this qualification to:

  • Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas
  • Analyse and plan approaches to technical problems or management requirements
  • Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations
  • Evaluate information, using it to forecast for planning or research purposes
  • Take responsibility for own outputs in relation to broad quantity and quality parameters
  • Take some responsibility for the achievement of group outcomes.

Advanced Diploma

Characteristics of Learning Outcomes
Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wise and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgment in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes
Do the competencies or learning outcomes enable an individual with this qualification to:

  • Demonstrate understanding of specialised knowledge with depth in some areas
  • Analyse, diagnose, design and execute judgments across a broad range of technical or management functions
  • Generate ideas through the analysis of information and concepts at an abstract level
  • Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills
  • Demonstrate accountability for personal outputs within broad parameters
  • Demonstrate accountability for personal and group outcomes within broad parameters.

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Student Selection, Enrolment and Induction

Student Selection

Students will be selected for enrolment into the Rural Solutions RTO provided the RTO has available resources to accommodate students. Rural Solutions SA promotes inclusivity in all Training Programs.

Enrolment

To become enrolled as a student with Rural Solutions SA, students are required to complete the Rural Solutions SA RTO Enrolment Form in Appendix One of this handbook. Please return the Enrolment Form to:

Meredie Johnson
Rural Solutions SA
GPO Box 1671
Adelaide SA 5001

Or Fax to 8463 3336

Once your enrolment form is received, you will be sent an invoice for payment of your selected training program. A training package containing all of your qualification learning materials will be posted to you. 

Student Induction

Students will be inducted into the RTO by reading this Student Handbook. The Trainer will also ensure students are aware of their rights, responsibilities and will provide further information if necessary.

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Qualifications and Accreditations

The qualifications and accreditation courses provided by Rural Solutions SA include:

BSB20101 Certificate II in Business
BSB30101 Certificate III in Business
RTE31903 Certificate III in Rural Operations
BSB40101 Certificate IV in Business
BSB41001 Certificate IV in Business (Frontline Management)
BSB40401 Certificate IV in Business (Small Business Management)
BSB40901 Certificate IV in Business (Governance)
BSB50101 Diploma of Business
BSB50201 Diploma of Business Administration
RTC2016A Recognise Plants
TAACMQ505A Lead a team to foster innovation 
91187NSW SMARTtrain Chemical Risk Management AQF 4
91186NSW SMARTtrain Chemical Application AQF 3
91185 NSW SMARTtrain Chemical Safety AQF 2

Upon successful completion of each of these qualifications or courses, students will receive a National Qualification and/or Statement of Attainment. 

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Learning & Employment Pathways

AQF qualifications link with each other in a range of learning pathways between schools, vocational education and training providers and universities as your learning and career ambitions require.

AQF Pathways Diagram

Source: www.aqf.edu.au

Vocational Certificate Pathways

Certificates I - IV recognise achievement of specified national industry competencies at four levels in wide range of trades, industries and enterprises. Diplomas and Advanced Diplomas can contribute to a pathway into a University Degree. Here are some limited examples of the wealth of skills and knowledge recognised by Certificate I - IV qualifications:

Industry Certificate Qualifications Available
Business Studies Accounting; Business Practice; Workplace Training; Administrative Services and Property Management (Aboriginal Community).
Rural Production Forestry Technology; Animal Care; Jockey Practice; Meat Inspection.

Qualifications and Employment

Whether you're seeking employment, or looking to change occupations, a qualification gives you a distinct advantage. For information on employment and the qualifications needed for a range of jobs and professions, the following sources of information may be consulted:

JobGuide: http://jobguide.dest.gov.au/
Job Network: http://www.workplace.gov.au/workplace/Category/SchemesInitiatives/JobNetwork/
Graduate Careers Australia: http://www.graduatecareers.com.au/

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Recognition of Prior Learning

What is RPL?

Recognition of Prior Learning involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. By removing the need for duplication of learning, RPL encourages an individual to continue upgrading their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes. 

What is involved to achieve RPL?

The candidate provides evidence of their skills and experience. Evidence must be accurate, valid, relevant and sufficient to demonstrate competence against the relevant qualification. 

In order to recognise prior learning it is necessary to:

  • Compare the informal or non-formal learning the individual has achieved against the learning outcomes or performance criteria of the course or qualification for which the student is using as a basis for seeking entry or the aware of credit, and
  • Determine appropriate evidence to support the claim of prior learning

The processes used to assess RPL applications may take several (not mutually exclusive) forms, for example:

  • Assessment based on a portfolio of evidence;
  • Direct observation of demonstration of skill or competence;
  • Participation in exactly the same or modified versions of the assessment the student would be required to complete as part of the full course;
  • Reflective papers, journals or portfolios that relate past learning to the learning or competency outcomes of the current course or qualification;
  • Provision of examples of the student’s work drawn from the workplace, social, community or other setting in which the student applies their learning, skill or competence;
  • Testimonials of learning, skill or competence; and
  • Combinations of any of the above

Evidence collection

Evidence that can be submitted for RPL Assessment can take many forms. Types of evidence the candidate can submit for RPL Assessment:

  • Testimonial references from colleagues, managers and peers
  • Hard copy evidence of work you have completed that relates to the qualification (eg. copies of reports, letters, publications)
  • Resume
  • Training certificates or records from relevant training courses

Students will be given an RPL Evidence Guide for each competency unit which will guide them in the evidence collection process.

What evidence is relevant?

Evidence submitted must be relevant to the qualification and therefore must align to the criteria of each competency unit in your qualification. You are able to submit evidence from any areas of your life if it is relevant evidence, eg. involvement in community groups and clubs It is also recommended that evidence submitted is no older than 5-7 years old. 

Appeal

If candidates are unhappy with their RPL process or result, please refer to the Complaints Appeal Policy in this Handbook.

Fees and funding

Policies and procedures implemented by the RTO to improve cost efficiency and remove financial disincentives in the implementation of RPL may include:

  • Working with groups of students from industries, enterprises or occupational areas to achieve economies of scale;
  • Fee charges no higher than students would normally be required to pay if they were undertaking formal study towards the qualification;
  • Incorporating RPL duties into workloads for teaching and administrative staff;
  • Funding specific RPL subject or modules to assist students who are preparing RPL applications, which can then be credited towards the qualification

 

RPL Fee Structure

See 12. FEES on page 20 for RPL Fees

*Please note: extra assistance or training required beyond that of the normal course structure delivery may incur a fee of $75 per hour, per student.

Credit Transfer

Credit transfer assesses the initial course or subject that the individual is using to claim access to, or the award of credit in, the destination course to determine the extent to which it is equivalent to the required learning outcomes, competency outcomes or standards in a qualification. This may include credit transfer based on formal learning that is outside the AQF Framework.

Please also refer to the recent MCEETYA Good Practice Principles for Credit Transfer and Articulation (and Principles for Good Practice Information Provision when endorsed), which complement the AQF National Guidelines on Cross-Sector Qualification Linkages and the AQF National Principles and Operational Guidelines for Recognition of Prior Learning.

For more information regarding Credit Transfer and its implementation, please refer to the Australian Qualification Framework website: http://www.aqf.edu.au/cs.htm

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National Recognition

A key principle of the Australian Quality Training Framework is mutual recognition, which means that all states, territories and registered training organisations will recognise Qualifications and Statements of Attainment issued by other registered training organisations across Australia.

So if you have qualifications or statements of attainment gained from other training programs that you think might be relevant to the course you have registered to undertake, please discuss this with the course organiser or trainer.

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Refund Policy

A client is eligible for a full refund prior to commencement or a percentage of course fee refund (see schedule below) after commencement in the event of the following conditions:

  1. Illness (with a doctor’s certificate supplied to the RTO)
  2. Successful appeal for a complaint/grievance against the RTO and any of its representatives involved it the delivery of accredited courses
  3. A bereavement in the family

A client must provide a refund request in writing.

No refunds are provided to clients outside of the above criteria. 
(However, a judgement may be made in extreme circumstances)

Schedule for Partial Refunds

1- 2 Competency Units 65%
3-4 Competency Units 60%
4-5 Competency Units 55%
6-7 Competency Units 50%
8-9 Competency Units 45%
10-11 Competency Units 40%
12-13 Competency Units 35%
14-15 Competency Units 30%
16-17 Competency Units 25%

If you wish to make a complaint or appeal about the refund policy, please refer to the Complaints Appeals Policy.

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Access and Equity

At all levels of our operation Rural Solutions SA is committed to the principles of access and equity. Equity is about justice and fair dealing not necessarily about treating all people in the same way. Access refers to ensuring that any disadvantaged persons or groups in our community will not be overlooked in the provision of training services. Trainers and assessors will ensure that all course participants have sufficient resources provided to them to assist them to successfully complete course requirements.

Some examples of this might be:

  • Literacy and numeracy support
  • Flexible delivery of training and/or assessment components of the course
  • Ensuring suitable venue

For further assistance and information regarding access, equity and inclusion please refer to the Human Rights and Equal Opportunities Commission (HREOC) website: http://www.hreoc.gov.au

Language, Literacy and numeracy

Clients that have language, literacy & numeracy needs may require customised training & assessments. Rural Solutions SA will make every endeavour to accommodate these clients.

  • Oral assessments will be accessed to replace written assessments to overcome literacy and numeracy learning barriers.
  • Student who require an Interpreter or language assistance need to contact the RTO prior to training program commencement to arrange such assistance. Students are able to invite family members to classes to assist with language barriers.

Please contact the RTO Head Office or talk to your Trainer if you require language, literacy or numeracy support with your studies.

Student rights and responsibilities

As a course participant you are expected to conduct yourself in an appropriate manner and respect the rights of others. Your training may be terminated if your behaviour is disruptive to the employer, trainer or other students. If you feel that you are not able to do the required assessments during the course, you should discuss this with your trainer/assessor. For example, you might be able to do the assessments in another way if you find writing difficult. You have the right to undergo training and assessment in a harassment free environment. Staff are required to adhere to the Code of Practice. If you have any problems in this regard, you should contact your trainer or supervisor.

Staff Responsibilities for Access & Equity

The Rural Solutions SA RTO Staff are responsible for:

  • Providing the utmost consideration to support Inclusivity of all students
  • Provide a fair and accurate training & assessment service
  • Refrain from discrimination
  • Direct students toward support groups if students request external assistance
  • To not obstruct any students actions to lodge a complaint to the RTO
  • Provide services that comply with RTO Policies

Welfare & Guidance Information

The Rural Solutions SA RTO is committed to providing guidance services to clients where required. If you feel that you require guidance from the RTO, please contact Meredie Johnson on (08) 8226 0392. The following Welfare & Guidance Support groups below can also assist students:

Equal Opportunity
The equal opportunity Act 1984 - http://www.equalopportunity.wa.gov.au/discrimination.html#Act

For information regarding Equal Opportunity and discrimination, contact the Equal Opportunity Commission on (08) 9216 3900 or toll free on 1800 198 149 or visit their website at: http://www.equalopportunity.wa.gov.au/faq.html

Access, Equity & Inclusion
Human Rights and Equal Opportunity Commission Act 1986 – http://www.hreoc.gov.au/complaints_information/know_your_rights/index.html
For further assistance and information regarding access, equity and inclusion please refer to the Human Rights and Equal Opportunities Commission (HREOC) website: http://www.hreoc.gov.au

Freedom of Information (FOI) Requests
Freedom of Information Act 1991 – http://www.austlii.edu.au/au/legis/sa/consol_act/foia1991222/

In the interests of openness and accountability of government, the Freedom of Information Act 1991 (the FOI Act) gives every member of the public a right: to access documents which are held by government-related agencies, statutory authorities, councils, public hospitals and universities, subject to certain exceptions in the Act; and to have records which concern their personal affairs amended, if those records are available for use by the agency in connection with its administrative functions and are incomplete, incorrect, out of date or misleading in a material respect. For information on how to make an application for access to documents or amendment of records under the FOI Act can be found on the State Records website: http://www.archives.sa.gov.au/foi/index.html

Australian Disability Clearinghouse on Education and Training
The Disability Discrimination Act 1992 – http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
The Australian Disability Clearinghouse on Education and Training (ADCET) provides up to date and comprehensive information about inclusive teaching, learning and assessment strategies, accommodations and support services for people with disabilities in post secondary education and training.
http://www.adcet.edu.au/

Australian Flexible Learning Framework

The Australian Flexible Learning Framework (the Framework) is a unique, world-class initiative designed to create and share knowledge about flexible learning and to support its take-up in the Vocational Education and Training (VET) sector. Ultimately, by making the VET sector more flexible, the Framework is contributing significantly to Australia being a global leader in education and industry.
http://flexiblelearning.net.au/

Migrant Resource Centre of South Australia (MRCSA)

The Migrant Resource Centre of South Australia (MRCSA) is the principal community settlement services agency for migrants and refugees in South Australia.
http://www.users.bigpond.com/mrcsa/

National Centre for Vocational Education Research (NCVER)

NCVER is responsible for collecting and managing national VET and New Apprenticeship statistics, and managing national surveys of TAFE graduates and students, and employers' views of training.
http://www.ncver.edu.au

Regional Disability Liason Officer Initiative

The role of the RDLOs is to enhance post-secondary education, training and employment opportunities for people with disabilities.
http://unisa.edu.au/regdisability/index.htm

Workplace Services - Employment Relations Information Service (ERIC)

Employment Agents Registration Act 1993 – http://www.parliament.sa.gov.au/Catalog/legislation/Acts/E/1993.69.htm
Workplace Services is committed to assisting South Australia achieve the best employee relations, occupational health and safety and public safety outcomes.
http://www.eric.sa.gov.au

Links to women's websites

Equal Opportunity for Women in the Workplace Agency
Converse and Company
Women With Disabilities Australia (WWDA)

Anti-Discrimination

Various pieces of legislation combine to provide that all Australians should be free of discrimination and harassment. This legislation makes a positive contribution to the quality of education experienced by students and the Rural Solutions SA RTO supports these principles.

Consistent with policy, Rural Solutions SA provides information and support to students who believe they have been subject to discrimination.

Please find below a list of Legislation that RTO Staff and students are required to adopt:

  • Racial Discrimination Act 1975
  • Sex Discrimination Act 1984
  • Disability Discrimination Act 1992
  • Disability Standards for Education 2005
  • Affirmative Action (Equal Employment Opportunity for Women) Act 1986

VET Legislation

The Training and Skills Development Act 2003 is the Legislation that relates to VET Practices.

These Legislative Acts can be accessed via http://www.austlii.edu.au/ or contact the RTO Manger, Meredie Johnson for further information.

Workplace Harassment & Bullying

Workplace Harassment or Bullying can be defined as: 'All those repeated unreasonable and inappropriate actions and practices that are directed to one or more workers, which are unwanted by the victim, which may be done deliberately or unconsciously, but do cause humiliation, offence and distress, and that may interfere with job performance, and/or cause an unpleasant working environment.' Rural Solutions SA RTO will not tolerate harassment and bullying. For more information contact the Human Rights & Equal Opportunity Commission on 1300 369 711 or visit their website at http://www.hreoc.gov.au/index.html.

Disciplinary Procedures

Students who do not comply with the Rural Solutions SA RTO Policies & Procedures may be subject to disciplinary action. 

A breach of RTO Policies or Inappropriate Behaviour may include (but is not limited to):

  • Discrimination to another student, or students
  • Discrimination to the Trainer or RTO Staff
  • The use of inappropriate and offence language
  • Becoming a barrier to other students’ learning
  • Bullying and Harassment to another student or RTO Staff Member
  • Refusing to follow the Training & Assessment Plan of the course

The Disciplinary Action will result in the following process:

  1. The Trainer will provide a verbal warning to the student regarding their inappropriate behaviour
  2. If the inappropriate behaviour continues, the Trainer will report such behaviour to the RTO Manager and the student will be provided with a written warning from the RTO Manager within 2 weeks of the Trainer’s Report. The written warning will provide details of the inappropriate behaviour with reference to the RTO Policy the student has breached. A copy of this letter will be recorded into the student file and also recorded into the RTO’s Record Management System.
  3. Where the inappropriate behaviour continues, the student will be expelled from the training program without access to a Refund of Course Payment.

The student may appeal the disciplinary action by following the Complaints Policy in this Handbook.

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Complaint Appeals Policy

When wishing to make a complaint or an appeal concerning a Rural Solutions SA course or staff member, the appellant should employ the following lines of appeal:

  1. Approach the trainer with complaint
    The student should first approach their Trainer with their complaint. If the candidate isn’t satisfied with the Trainer’s course of action or response, or the complaint is regarding the Trainer, then the student should refer to Step 2 below.
  2. Contact the RTO Delegate, Meredie Johnson on (08) 8226 0392 and, send the complaint in writing, addressing the details of the complaint to:
    Meredie Johnson
    RTO Manager
    Rural Solutions SA
    GPO Box 1671
    Adelaide SA 5001
    If the candidate is not satisfied with the RTO Managers course of action or response, then the student should refer to Step 3 below.
  3. Contact the RTO Chief Executive Officer, Locky McLaren on (08) 8226 8897
    Locky McLaren
    RTO Chief Executive Officer
    Rural Solutions SA
    GPO Box 1671
    Adelaide
  4. Contact the South Australian Training Advocate
    If the client is unsatisfied with the response from the Rural Solutions SA RTO, further action can be taken by contacting the Office of the South Australian Training Advocate: Free call 1800 673 097, GPO Box 320 Adelaide SA 5001 or email: trainingadvocate@saugov.sa.gov.au

Complaints can only be reported no longer than 3 months after the alleged incident occurred. After this 3-month period, clients are able to make other complaints if they wish to do so.

The appellant will receive a response from the RTO in writing within 2 weeks from the date the complaint is received in writing from the appellant. The response will include any actions undertaken and the appeal outcomes and reasons for the RTOs decision.

The RTO will ensure that the appellant’s written complaint will be recorded in their student file and within the RTO Records Management System.

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Occupational Health Safety and Welfare Policy

Primary Industries and Resources South Australia have an organisational safety system known as PIRSAFE, this is the over arching OHS&W system for Rural Solutions SA and the RTO.

1. PIRSA’S Policy

The Chief Executive of Primary Industries and Resources SA (PIRSA) is committed to achieving a high standard of Occupational Health, Safety & Welfare (OHSW) by the provision of a safe and healthy work environment for all employees. PIRSA’s Chief Executive believes that all work related injuries and illnesses are preventable and also recognises the duty of care owed to ‘others’ in the workplace such as contractors, volunteers and visitors.

To assist in achieving this policy statement, an organisational Safety Management System (known as PIRASFE) and an Injury Management program has been implemented. This program is comprehensive and supports the systematic management of workplace hazards and risks across all PIRSA Divisions. PIRSAFE is also supported through an internal evaluation process (known as the PIRSAFE Internal Audit) to identify areas for improvement and recognise areas of excellence.

2. Scope

The accountability for employee health, safety and welfare rests with the Chief Executive of PIRSA.

The Chief Executive is the ‘responsible officer’ under the OHSW Act 1986 for achievement of this policy and has appointed the Deputy Chief Executive (also known as the Executive Director, Corporate Services) under Section 62 of the Act as the responsible person for the implementation and continuous improvement of the PIRSAFE program.

Furthermore, PIRSA Executive recognises that the health, safety and welfare of employees is of primary importance and ranks equally with all other financial and operational considerations. An agency OHSW and Injury Management Strategic Plan exists and identifies strategic directions for the continuous improvement of PIRSAFE along with relevant performance targets. PIRSA Executive is responsible for the implementation of this plan and will report on outcomes to all relevant stakeholders. The below policy objectives are also used to guide the direction of the above mentioned plan and to ensure the sustainability of good OHSW and Injury Management performance for the long term future.

3. Objectives

Preventing workplace injury and/or illness;

  • Providing safe and healthy work environments and systems of work for all employees;
  • Enhancing the health and wellbeing of all employees;
  • Reducing the impact of workplace injuries and illness on employees;
  • Meeting all OHSW legal obligations including those owed to contractors, volunteers and visitors; and
  • Implementing systems that lead to sustained continuous improvement in OHSW performance across the organisation.

4. Strategies

Sustained continuous improvement of occupational health, safety and welfare in PIRSA will be achieved through the implementation of the following strategies:

  • The implementation and continuous improvement of PIRSAFE Procedures;
  • The integration of OHSW into operational management systems
  • Management responsibility and accountability in leading PIRSAFE initiatives;
  • Leadership from all levels of management and their accountability for ensuring, so far as is reasonably practicable, the prevention of injuries and/or illnesses;
  • Clearly defined responsibilities and accountabilities;
  • Ensuring effective consultation and communication with all employees in relation to the management of workplace hazards and any changes to the workplace that could adversely affect their health and safety;
  • Providing training, instruction and information to enable managers, supervisors and employees to carry out their roles effectively;
  • Adopting and implementing a hazard management approach to eliminate or reduce risk

Implementing an internal audit program to ensure compliance with legislation and conformance with the PIRSAFE Procedures;

  • Regular review of the agency OHSW & IM Strategic Plan and the achievement of established performance targets; and
  • Utilising appropriate internal and/or external expertise for continuous improvement of the PIRSAFE Program.

5. Supporting PIRSAFE Procedures

A number of supporting PIRSAFE Procedures underpin this policy. These procedures provide direction across a range of OHS&W topics and are to be followed accordingly. Where the terms “shall”, “will” and/or “must” are used, the procedure is to be followed directly as prescribed. Where the terms “should”, “could” and/or “may” are used, the procedure is to be used as a guideline or minimum standard only.

6. Other Supporting Documentation

Occupational Health Safety and Welfare Act 1986
Occupational Health Safety and Welfare Regulations 1995
Workers Rehabilitation and Compensation Act, 1986 and Regulations

7. Volunteers, Visitors and Others
Persons who are not employed by PIRSA have a responsibility to:

  • Abide by all PIRSA OHSW policies and procedures as appropriate;
  • Not adversely put at risk their own health and safety or the health and safety of other through any act or omission; and
  • Utilise any resources provided by PIRSA in the interests of health, safety and welfare where such resources are required to used.

8. Review

This procedure is to be reviewed as per the PIRSAFE Procedure Control Index in consultation with employees and relevant stakeholders and revised as necessary to ensure relevance of the policy and its contribution to OHSW performance and improvement within the agency.

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Privacy Policy

As a Registered Training Organisation, Rural Solutions SA is obliged to maintain effective administrative and records management systems. This involves the retention of client records. All staff must be scrupulous in using client information only for the purposes for which it was gathered. Clients must have access to their own training records at all times. Should it be deemed necessary, information about client records can only be divulged to a third party with the written consent of the client. Compliance of Privacy Regulations in regards to students’ information is adhered to under the Privacy Act 1988 at: http://www.austlii.edu.au

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Fee Schedule

Fees for each qualification are fully inclusive of course materials, accreditation certificate and any other components of the course training and assessment. *

Qualification RPL Training
Certificate II in Business (12) $1,920 $2,536
Certificate III in Business (12) $2,304 $2,920
Certificate III in Rural Operations (16) $3,072 $3,808
Certificate IV in Business (10) $2,240 $2,846
Certificate IV in Business (Small Business Management) (10) $2,240 $2,846
Certificate IV in Business (Governance) (13) $2,912 $3,558
Certificate IV in Business (Frontline Management) (8) $1,792 $2,112
Diploma of Business (8) $3,072 $3,688
Diploma of Business Administration (8) $3,072 $3,688
SMARTtrain Chemical Safety AQF2 $340 $370
SMARTtrain Chemical Application AQF 3 *(Re-acc is $370) $530 $550
SMARTtrain Chemical Risk Management AQF 4 $530 $550
Innovation Works (only offered in group format) $384 $150
Recognise Plants (only offered in group format) $160 $150
Per Competency Unit    
AQF 2 $160 $190
AQF 3 $192 $222
AQF 4 $224 $264
Diploma $384 $429

*Please note: extra assistance or training required beyond that of the normal course structure delivery may incur a fee of $75 per hour, per student.

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Enrolment

To enrol please contact Meredie Johnson on (08) 8226 0392 or email Meredie.

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