This document provides guidance for new students registering for their first semester at Bemidji State University. It outlines things to consider when selecting classes, such as degree requirements and other responsibilities. It also describes the components of a bachelor's degree, including general education requirements, major/minor credits, and upper-level credits. The document provides information on course levels, math placement, navigating online university systems, building a class schedule, and completing orientation requirements before the semester starts.
The BSU Student's Guide to RegistrationRachelMunson2
This document provides guidance for students registering for their first semester at Bemidji State University. It outlines key online resources like MyBSU and Office 365 for email. When selecting classes, students should consider their degree requirements, class levels, math placement, and other responsibilities. A bachelor's degree requires credits in major/minor, liberal education, and general electives. It also discusses course levels, math placement, e-services, orientation, building a class schedule, the BSU email account, and tasks to complete before the first day of classes.
This document provides guidance for students registering for their first semester at Bemidji State University. It outlines things to consider when selecting classes like degree requirements, course levels, and other responsibilities. It also describes the components of a bachelor's degree including majors, minors, liberal education credits, and degree requirements. General education options like liberal education and honors programs are summarized. Course levels, math placement, and e-services are briefly explained. Important dates like orientation and the last day to modify schedules are noted. Steps to complete before the first day of classes are listed.
The Atlantic University was founded in 1930 but closed after two years due to lack of funding. It reopened in 1985 with a single Master's program in Transpersonal Studies and is now fully online, offering four degree programs. It is accredited and offers affordable tuition payment plans. The two main programs are a Master of Arts in Transpersonal Studies and a Master of Arts in Leadership Studies, each with their own set of required courses and costs. The university also offers two certificate programs.
1) The document outlines an orientation for new students in the Communication and Orientation Studies program, including an introduction to using photo diaries as a reflection method. Students will take one photo per week over six weeks reflecting on themes like home, culture, and studies.
2) It then discusses the concept of culture and gets students to reflect on their impressions of Finnish culture so far. Academic culture is explored, emphasizing independence, integrity, and participation.
3) Finally, the document compares the academic cultures students come from to the culture of studying in Finland and the LET program, noting a focus on independent learning and ability of students to question teachers.
NCEA - Securing Success. Study Support for Parents and StudentsDominic Tester
An overview of the NCEA system for parents along with some practical tips and guidance for students and parents to support revision and preparation for external exams
This document provides guidance for new students registering for their first semester at Bemidji State University. It outlines things to consider when selecting classes, such as degree requirements and other responsibilities. It also describes the components of a bachelor's degree, including general education requirements, major/minor credits, and upper-level credits. The document provides information on course levels, math placement, navigating online university systems, building a class schedule, and completing orientation requirements before the semester starts.
The BSU Student's Guide to RegistrationRachelMunson2
This document provides guidance for students registering for their first semester at Bemidji State University. It outlines key online resources like MyBSU and Office 365 for email. When selecting classes, students should consider their degree requirements, class levels, math placement, and other responsibilities. A bachelor's degree requires credits in major/minor, liberal education, and general electives. It also discusses course levels, math placement, e-services, orientation, building a class schedule, the BSU email account, and tasks to complete before the first day of classes.
This document provides guidance for students registering for their first semester at Bemidji State University. It outlines things to consider when selecting classes like degree requirements, course levels, and other responsibilities. It also describes the components of a bachelor's degree including majors, minors, liberal education credits, and degree requirements. General education options like liberal education and honors programs are summarized. Course levels, math placement, and e-services are briefly explained. Important dates like orientation and the last day to modify schedules are noted. Steps to complete before the first day of classes are listed.
The Atlantic University was founded in 1930 but closed after two years due to lack of funding. It reopened in 1985 with a single Master's program in Transpersonal Studies and is now fully online, offering four degree programs. It is accredited and offers affordable tuition payment plans. The two main programs are a Master of Arts in Transpersonal Studies and a Master of Arts in Leadership Studies, each with their own set of required courses and costs. The university also offers two certificate programs.
1) The document outlines an orientation for new students in the Communication and Orientation Studies program, including an introduction to using photo diaries as a reflection method. Students will take one photo per week over six weeks reflecting on themes like home, culture, and studies.
2) It then discusses the concept of culture and gets students to reflect on their impressions of Finnish culture so far. Academic culture is explored, emphasizing independence, integrity, and participation.
3) Finally, the document compares the academic cultures students come from to the culture of studying in Finland and the LET program, noting a focus on independent learning and ability of students to question teachers.
NCEA - Securing Success. Study Support for Parents and StudentsDominic Tester
An overview of the NCEA system for parents along with some practical tips and guidance for students and parents to support revision and preparation for external exams
Presentation of Vocational Education and Training in Catalonia at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
Presentation of public catering vocational school webHolasová Alena
The document presents a vocational school presentation for classes 9.B and 9.A focusing on careers as a waiter, cook, barista, and pastry cook. Students participated in skills demonstrations for waiting tables, decorating cakes for different occasions, and practicing latte art under the guidance of an experienced barista teacher. The goal was to expose pupils to these food service careers and the skills required to succeed in each role.
Higher education: a national asset in a global worldDeborah Roseveare
This document discusses higher education as a national asset for the UK in a global world. It notes key economic challenges like recovering from recession and improving growth. Globally, more 25-34 year olds will have tertiary degrees by 2020, especially in China and India. International students are increasingly mobile with Asia being a major source and destinations including the UK and US. Higher education provides private and public benefits and lower unemployment rates. The UK needs to increase the proportion of students attaining tertiary education to match OECD levels to support future prosperity.
This document provides information about VET FEE-HELP, an Australian Government loan scheme that assists eligible students to pay tuition fees for vocational education and training (VET) qualifications at diploma level or higher. It outlines the eligibility requirements for VET FEE-HELP, such as being an Australian citizen or permanent resident, enrolled in an eligible course at an approved training provider. The document also summarizes how much can be borrowed through VET FEE-HELP, which is capped at $96,000, and how the loans are repaid through future tax payments along with a 20% loan fee for full fee students.
This document discusses post-secondary vocational education and training (VET) programs across OECD countries. It outlines the variety of VET program models, governance structures, and funding approaches used. It also examines common policy challenges in ensuring VET programs meet labor market needs, manage costs, improve quality, and increase completion rates. The OECD's "Skills Beyond School" project aims to address these issues through country reviews, reports, and developing comparative data on VET outcomes.
The document discusses financing technical and vocational education and training (TVET) in China. It notes that TVET is important to support China's economic growth and promote social development by meeting the demands of employers and increasing employment opportunities. However, China's TVET system suffers from weaknesses such as fragmentation, poor coordination, and inadequate and inefficient financing. Addressing issues with TVET financing and creating a coordinating body could help improve the system's relevance, effectiveness, and efficiency in developing workers' skills.
This document summarizes the key points from a Division of Student Affairs and Academic Support Directors meeting in March 2018. The summary includes:
1) An upcoming Midlands Heart Walk event on March 24th with heart healthy activities starting at 8am and the walk starting at 9:30am at the Colonial Life Arena intramural field.
2) Prizes for the Student Affairs & Academic Support department and individuals who raise the most funds for the Heart Walk.
3) Upcoming professional development events in March and April including a LETS listening series, division meeting, and awards nominations.
4) A presentation on the Winter Session 2018 hosted by the Office of On Your Time Initiatives, including enrollment numbers
This document outlines Loyola University Chicago's four-year plan called "The Loyola Experience" which aims to provide students a transformative undergraduate education through intentional programming and advising. It describes the components of the first two years which include orientation, retreats, advising, and celebrations. For year three, it focuses on an ePortfolio milestone and workshops to help students integrate their coursework and experiences. The document discusses marketing the plan and getting feedback on how to further build out years three and four. It aims to continue assessment, communication, and gaining more support across the university for this comprehensive approach.
The document provides information about My College, including its mission to provide high-quality education matching diverse learners' needs, core values of promoting innovation and removing barriers, and the student charter setting standards for supportive services students can expect and responsibilities of students. It outlines teaching and learning students can anticipate, assessment processes, opportunities for feedback, and enrichment activities to enhance students' experience.
The document summarizes the Master of Education-Professional Development Learning Community program at the University of Wisconsin-La Crosse. The 30-credit program is designed for practicing educators and can be completed in a traditional face-to-face format over 2 years, a hybrid format, or fully online over 18 months. Students complete courses focused on pedagogy, leadership, and their content area along with action research and a professional portfolio. Classes meet one weekend per month with additional online work. Financial aid is available to help cover tuition and fees.
Introduction to the Curriculum: Definition of the curriculum, Creating and Designing a Curriculum and Evaluation of a Curriculum
Presented to the Jose Rizal Graduate School for Curriculum Evaluation
This document outlines the development of an impactful academic professional development program. It discusses key aspects of developing such a program including:
- Covering four main areas: teaching and learning, curriculum development, scholarship of teaching and learning, and academic leadership.
- Establishing three levels (basic, intermediate, advanced) of certification programs with modules mapping to competencies.
- Designing the program to improve teaching quality, shift focus to student learning, and build an institutional culture of intellectual dynamism.
- Highlighting factors for an effective program such as conducting needs assessments, preparing competent trainers, and establishing collaboration and feedback.
Day 4 and 6 school feedback november course 2018 zetabokola
The document provides an agenda and details for a workshop on November 21st and 23rd. On the 21st, the schedule includes school visit reviews, group tasks in the city center, lunch, and theme group activities. Participants will discuss their impressions of school visits and share key points with the group. On the 23rd, the agenda includes a school feedback session, coffee break, group work presentations, and a closing session with course certificates.
Student experience experts group meeting - introduction and Jisc updateJisc
This document summarizes the agenda and notes from a meeting of the Jisc Student Experience Experts group. The meeting welcomed over 300 members and discussed Jisc's latest work on assessment practices, curriculum development, and a new digital learning design toolkit. Presentations were given on assessment and feedback principles, the digital learning framework, and changing models of teaching. Members provided feedback and examples of effective practices to shape Jisc's future support for digital learning, teaching, and assessment. Recordings and materials from the meeting would be made available online.
The document summarizes information about Middlesex University's Doctor of Education program. The EdD is a professional doctorate aimed at experienced education professionals, requiring the same intellectual rigor as a PhD but with an emphasis on applying research to professional practice. The program consists of coursework, 1-3 research projects, and a final thesis. It is part-time over 4 years with flexible online and face-to-face support. Concentration areas include leadership, e-learning, teaching and learning, and early years. The program is designed to build students' research capacity while respecting their professional expertise.
Evidencing professional development for students: Preparing for career succes...ePortfolios Australia
Engaging students in their own career planning is key. This proposal outlines a project that uses ePortfolios to embed professional requirements into university assessment, making it practical and relevant to students’ future careers. It allows students to take control of their own career development by conducting relevant activities and reflecting the benefit of that learning for their future careers.
Evidencing professional development for students: Preparing for career succes...ePortfolios Australia
This document discusses professional development (CPD) assessment for nutrition and dietetics students. It is incorporated into the Bachelor of Nutrition and Dietetics program to prepare students for career success. Students set learning goals, undertake CPD activities like reading, webinars, and volunteering, and log their hours. This assessment enhances students' employability, practical skills, and professional identity. Student feedback indicates the CPD log book helps document activities and the assessment provides valuable learning outside the classroom.
This document provides information about new student orientation sessions at a university. It includes:
- An overview of the orientation staff and their roles.
- Details about the different types of orientation sessions offered - including dates, schedules, and current registration numbers.
- Information about advising processes like pre-orientation advising modules and worksheets.
- Notes about supporting special student populations like honors students and discussing course needs.
- Plans for communicating with students before and after their orientation.
Presentation of Vocational Education and Training in Catalonia at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
Presentation of public catering vocational school webHolasová Alena
The document presents a vocational school presentation for classes 9.B and 9.A focusing on careers as a waiter, cook, barista, and pastry cook. Students participated in skills demonstrations for waiting tables, decorating cakes for different occasions, and practicing latte art under the guidance of an experienced barista teacher. The goal was to expose pupils to these food service careers and the skills required to succeed in each role.
Higher education: a national asset in a global worldDeborah Roseveare
This document discusses higher education as a national asset for the UK in a global world. It notes key economic challenges like recovering from recession and improving growth. Globally, more 25-34 year olds will have tertiary degrees by 2020, especially in China and India. International students are increasingly mobile with Asia being a major source and destinations including the UK and US. Higher education provides private and public benefits and lower unemployment rates. The UK needs to increase the proportion of students attaining tertiary education to match OECD levels to support future prosperity.
This document provides information about VET FEE-HELP, an Australian Government loan scheme that assists eligible students to pay tuition fees for vocational education and training (VET) qualifications at diploma level or higher. It outlines the eligibility requirements for VET FEE-HELP, such as being an Australian citizen or permanent resident, enrolled in an eligible course at an approved training provider. The document also summarizes how much can be borrowed through VET FEE-HELP, which is capped at $96,000, and how the loans are repaid through future tax payments along with a 20% loan fee for full fee students.
This document discusses post-secondary vocational education and training (VET) programs across OECD countries. It outlines the variety of VET program models, governance structures, and funding approaches used. It also examines common policy challenges in ensuring VET programs meet labor market needs, manage costs, improve quality, and increase completion rates. The OECD's "Skills Beyond School" project aims to address these issues through country reviews, reports, and developing comparative data on VET outcomes.
The document discusses financing technical and vocational education and training (TVET) in China. It notes that TVET is important to support China's economic growth and promote social development by meeting the demands of employers and increasing employment opportunities. However, China's TVET system suffers from weaknesses such as fragmentation, poor coordination, and inadequate and inefficient financing. Addressing issues with TVET financing and creating a coordinating body could help improve the system's relevance, effectiveness, and efficiency in developing workers' skills.
This document summarizes the key points from a Division of Student Affairs and Academic Support Directors meeting in March 2018. The summary includes:
1) An upcoming Midlands Heart Walk event on March 24th with heart healthy activities starting at 8am and the walk starting at 9:30am at the Colonial Life Arena intramural field.
2) Prizes for the Student Affairs & Academic Support department and individuals who raise the most funds for the Heart Walk.
3) Upcoming professional development events in March and April including a LETS listening series, division meeting, and awards nominations.
4) A presentation on the Winter Session 2018 hosted by the Office of On Your Time Initiatives, including enrollment numbers
This document outlines Loyola University Chicago's four-year plan called "The Loyola Experience" which aims to provide students a transformative undergraduate education through intentional programming and advising. It describes the components of the first two years which include orientation, retreats, advising, and celebrations. For year three, it focuses on an ePortfolio milestone and workshops to help students integrate their coursework and experiences. The document discusses marketing the plan and getting feedback on how to further build out years three and four. It aims to continue assessment, communication, and gaining more support across the university for this comprehensive approach.
The document provides information about My College, including its mission to provide high-quality education matching diverse learners' needs, core values of promoting innovation and removing barriers, and the student charter setting standards for supportive services students can expect and responsibilities of students. It outlines teaching and learning students can anticipate, assessment processes, opportunities for feedback, and enrichment activities to enhance students' experience.
The document summarizes the Master of Education-Professional Development Learning Community program at the University of Wisconsin-La Crosse. The 30-credit program is designed for practicing educators and can be completed in a traditional face-to-face format over 2 years, a hybrid format, or fully online over 18 months. Students complete courses focused on pedagogy, leadership, and their content area along with action research and a professional portfolio. Classes meet one weekend per month with additional online work. Financial aid is available to help cover tuition and fees.
Introduction to the Curriculum: Definition of the curriculum, Creating and Designing a Curriculum and Evaluation of a Curriculum
Presented to the Jose Rizal Graduate School for Curriculum Evaluation
This document outlines the development of an impactful academic professional development program. It discusses key aspects of developing such a program including:
- Covering four main areas: teaching and learning, curriculum development, scholarship of teaching and learning, and academic leadership.
- Establishing three levels (basic, intermediate, advanced) of certification programs with modules mapping to competencies.
- Designing the program to improve teaching quality, shift focus to student learning, and build an institutional culture of intellectual dynamism.
- Highlighting factors for an effective program such as conducting needs assessments, preparing competent trainers, and establishing collaboration and feedback.
Day 4 and 6 school feedback november course 2018 zetabokola
The document provides an agenda and details for a workshop on November 21st and 23rd. On the 21st, the schedule includes school visit reviews, group tasks in the city center, lunch, and theme group activities. Participants will discuss their impressions of school visits and share key points with the group. On the 23rd, the agenda includes a school feedback session, coffee break, group work presentations, and a closing session with course certificates.
Student experience experts group meeting - introduction and Jisc updateJisc
This document summarizes the agenda and notes from a meeting of the Jisc Student Experience Experts group. The meeting welcomed over 300 members and discussed Jisc's latest work on assessment practices, curriculum development, and a new digital learning design toolkit. Presentations were given on assessment and feedback principles, the digital learning framework, and changing models of teaching. Members provided feedback and examples of effective practices to shape Jisc's future support for digital learning, teaching, and assessment. Recordings and materials from the meeting would be made available online.
The document summarizes information about Middlesex University's Doctor of Education program. The EdD is a professional doctorate aimed at experienced education professionals, requiring the same intellectual rigor as a PhD but with an emphasis on applying research to professional practice. The program consists of coursework, 1-3 research projects, and a final thesis. It is part-time over 4 years with flexible online and face-to-face support. Concentration areas include leadership, e-learning, teaching and learning, and early years. The program is designed to build students' research capacity while respecting their professional expertise.
Evidencing professional development for students: Preparing for career succes...ePortfolios Australia
Engaging students in their own career planning is key. This proposal outlines a project that uses ePortfolios to embed professional requirements into university assessment, making it practical and relevant to students’ future careers. It allows students to take control of their own career development by conducting relevant activities and reflecting the benefit of that learning for their future careers.
Evidencing professional development for students: Preparing for career succes...ePortfolios Australia
This document discusses professional development (CPD) assessment for nutrition and dietetics students. It is incorporated into the Bachelor of Nutrition and Dietetics program to prepare students for career success. Students set learning goals, undertake CPD activities like reading, webinars, and volunteering, and log their hours. This assessment enhances students' employability, practical skills, and professional identity. Student feedback indicates the CPD log book helps document activities and the assessment provides valuable learning outside the classroom.
This document provides information about new student orientation sessions at a university. It includes:
- An overview of the orientation staff and their roles.
- Details about the different types of orientation sessions offered - including dates, schedules, and current registration numbers.
- Information about advising processes like pre-orientation advising modules and worksheets.
- Notes about supporting special student populations like honors students and discussing course needs.
- Plans for communicating with students before and after their orientation.
The document discusses Montgomery College's efforts to improve academic advising and increase student graduation and transfer rates through several initiatives. It describes the transition from individual faculty advising to a team-based program advising model across three campuses. While early stages saw inconsistent processes and faculty concerns, the college now centralizes advising tools and provides training. A Program Advising Institute offers professional development to more faculty on topics like degree audits and transfer advising. Advising initiatives include dedicated advising days and a required student academic plan. The goal is to encourage faculty involvement and get more students to attend advising sessions.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
Clayton State University's Office of Career Services has taken steps to increase collaboration with faculty and employers through programs like the Faculty Support Team and PACE initiative. The Faculty Support Team provides incentives for faculty to promote career workshops and events to students. PACE focuses on engaging students in community projects through courses across all majors. Additionally, programs like Career Bootcamp, Senior Career Academy, and EDGE work to prepare students for internships and careers through experiential learning opportunities and career development activities. Career Services has seen increased attendance at workshops and events through collaborations across campus.
The document discusses the Understanding by Design framework for curriculum planning. It outlines the three stages of backwards design: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. For stage 1, teachers are advised to establish goals, enduring understandings, and essential questions. For stage 2, the document discusses formative and summative assessments and aligning assessments to standards. Teachers are preparing a unit plan using the Understanding by Design process.
This document provides an overview of Outcome Based Education (OBE), including key components and benefits. OBE focuses on what students will be able to do upon graduation rather than a traditional teacher-centric approach. The key components of OBE include program educational objectives (PEOs), program outcomes (POs), and course outcomes (COs). PEOs describe career accomplishments 3-5 years after graduation while POs describe what students will be able to do at the end of their program. OBE aims to better prepare graduates and improve the learning process overall.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. Our mission (what we do):
We develop spiritual leaders with a vision to
transform our society
Our vision (what we see):
the Australian community is enriched through
the positive impact of healthy, effective
churches
… training and equipping missional leaders
VOCATIONAL EDUCATION AND TRAINING 2
3. Vocational Training Certificate III in Christian Ministry & Theology
(30771QLD)
Certificate IV in Christian Ministry & Theology
(30772QLD)
Diploma of Christian Ministry & Theology
(30773QLD)
Under Graduate Training Diploma of Christian Studies
Associate Degree of Christian Thought & Practice
Bachelor of Theology
Post Graduate Training Graduate Certificate of Arts
Graduate Diploma of Arts
Master of Arts
Doctor of Ministry
What Courses Do We Offer
VOCATIONAL EDUCATION AND TRAINING 3
5. Vocational Education
Information
• Vocational Education Handbook 2013
contains the information that you need
during your course of study
• Updated every year
• Students advised if updated during the
year
• Current version on the website
VOCATIONAL EDUCATION AND TRAINING 5
6. VE Handbook Contents
• Welcome to the Australian College of Ministries 3
• Areas of Study 4
• Vocational Education 4
• Higher Education 4
• More Information 4
• Student Life 5
• Student Orientation 5
• Learning Environment 5
• Student Services 5
• Who to Contact 5
• Application for Admission and Subject Enrolment 6
• 2013 Important Dates 6
VOCATIONAL EDUCATION AND TRAINING 6
7. VE Handbook Contents
• Policies 7
• Complaints and Appeals 7
• Recognition of Prior Learning, Credit Transfer & Mutual Recognition 7
• Access & Equity 7
• Language, Literacy & Numeracy in Vocational Education 8
• Discrimination, Harassment and Bullying 8
• Health and Safety 8
• Privacy 8
• Student Records 9
• Student Assessment 9
• 2013 Fees for Vocational Education Courses 11
• ACOM Fees Policy 11
• Fees: ACOM Direct Student 12
• Fees: ACOM Network Student 12
VOCATIONAL EDUCATION AND TRAINING 7
9. KEY THINGS TO BE
AWARE OF AS A STUDENT
VOCATIONAL EDUCATION AND TRAINING 9
10. Who to contact
General queries, enrolments,
certificates, finances, Centrelink
• Ministry Services Team
• info@acom.edu.au
• 1800 672 692
VOCATIONAL EDUCATION AND TRAINING 10
11. Who to contact
Moodle
• Technical support only
• Refer to Moodle Student Handbook
• moodle@acom.edu.au
• 1800 672 692
VOCATIONAL EDUCATION AND TRAINING 11
12. Who to contact:
Learning and assessment support,
selecting course of study
If a Direct Student:
• VET Learning Support Manager
• studentsupport@acom.edu.au
• Mark Eather
• 0431 586 522
VOCATIONAL EDUCATION AND TRAINING 12
13. Who to contact:
Learning and assessment support,
selecting course of study
If a Network Organization Student:
• Tutor or mentor if applicable
• If they are unable to help then contact your
Network Training Coordinator [NTC]
• If they are unable to help then the NTC will
contact ACOM
VOCATIONAL EDUCATION AND TRAINING 13
14. Who to contact:
Learning and assessment support,
selecting course of study
If a Network Organization Coordinator:
• VET Learning Support Manager [VLSM]
• studentsupport@acom.edu.au
• Mark Eather
• 0431 586 522
VOCATIONAL EDUCATION AND TRAINING 14
15. VOCATIONAL EDUCATION AND TRAINING
VET Learning
Support
Manager
Network
Training
Coordinator
Mentors &
Tutors
Students Students Students Students
Mentors &
Tutors
Students
15
For Network Organization Students:
16. Who to contact
Complaints, appeals, variations to
course of study, feedback
• Vice Principal
• Associate Dean Vocational Education
• info@acom.edu.au
• 1800 672 692
VOCATIONAL EDUCATION AND TRAINING 16
17. Can we contact you?
It is vitally important that
we have your current
contact details.
Advise us through
info@acom.edu.au
VOCATIONAL EDUCATION AND TRAINING
Have you changed your
• Phone?
• Email?
• Postal address?
• Name?
17
18. Important SEMESTER
Dates For 2013
VOCATIONAL EDUCATION AND TRAINING
Semester 1 starts 25 February
Deadline for subject changes and withdrawals 22 March
Assessment 1 due 3 May
Assessment 2 due 28 June
Unit feedback due 28 June
Semester 2 starts 15 July
Deadline for subject changes and withdrawals 9 August
Assessment 1 due 20 September
Assessment 2 due 15 November
Unit feedback due 15 November
Assessment extensions and resubmissions
final deadline
15 December
18
19. Important TERM
Dates For 2013
VOCATIONAL EDUCATION AND TRAINING
Term 1 starts 25 February
Deadline for subject changes and withdrawals 22 March
Deadline for Term 2 enrolments 29 March
Term 1 Assessment 1 & 2 due 3 May
Term 2 Assessment 1 & 2 due 28 June
Term 3 starts 15 July
Deadline for subject changes and withdrawals 9 August
Deadline for Term 4 enrolments 16 August
Term 3 Assessment 1 & 2 due 20 September
Term 4 Assessment 1 & 2 due 15 November
Assessment extensions and resubmissions
final deadline
15 December
19
20. Moodle access
• Password access
• Retain same login for duration of enrolment
• Access to subject materials upon enrolment
• Refer to Moodle Student Handbook in Key
Links for assistance in finding your way around
Moodle
VOCATIONAL EDUCATION AND TRAINING 20
21. VOCATIONAL EDUCATION AND TRAINING
The subjects you are
enrolled in will show
up here when you
login.
Handbooks and
Guides found
here
21
22. VOCATIONAL EDUCATION AND TRAINING 22
1. Read the
Subject
Introduction
before
opening the
session
materials.
23. VOCATIONAL EDUCATION AND TRAINING 23
2. Click on
assessment
for a
summary of
the
assessment
and the
response
folio.
Assessment
is uploaded
from this
section.
24. Session
Materials
Work your way through each session
in the order presented.
You may want to start a journal to
record your reflections and the various
session questions and activities. They
are there to assist you to think about
the topic and the material presented
as if you were in a face to face
environment.
Underlined words will mean that there
is a document or presentation to open
or a link to download.
Each session will look a bit different.
For some sessions the questions will
be in the session notes.
VOCATIONAL EDUCATION AND TRAINING 24
26. Plan …
• Make space in your schedule
• 60 hours per subject includes session notes,
reading, discussion and reflection, tutor, practical
activities and assessment time
• 8 sessions per unit
• Plan your semester – use your
calendar/schedule
• Start assessments early
• Get into good habits EARLY!
VOCATIONAL EDUCATION AND TRAINING 26
27. Tackling an assessment …
• Assessment detail in subject introduction
• Assessment summary and due dates in
Moodle
• Downloadable response folio in Moodle
• Assessment detail repeated in response
folio
• Response folio is as structured as the
technique will permit
VOCATIONAL EDUCATION AND TRAINING 27
28. Tackling an assessment …
• Download RESPONSE folio
• Read the question through all the way
• Read both assessment 1 and 2 so that the
scope of the tasks are understood
• Read the conditions and instructions
• Note any instructions specific to the
assessment
• Find the references in the session notes
that will help respond to the question
VOCATIONAL EDUCATION AND TRAINING 28
29. Tackling an assessment …
• Map out a plan to answer the question
• Refer to VET Guidelines for Assessment
for further assistance
VOCATIONAL EDUCATION AND TRAINING 29
30. Completing the response …
• Provide evidence of what you say
• Reference all sources
• Note quantity, range and type when
specified
• Quotes should not be more than 10% of
total response – not included in word count
• Don’t plagiarise!
• Proof read!
VOCATIONAL EDUCATION AND TRAINING 30
31. Referencing
• Refer to VET Guidelines for Assessment
• Footnoting
Wendy Doniger, Splitting the Difference (Chicago:
University of Chicago Press, 1999), 65.
• Bibliography
Doniger, Wendy. Splitting the Difference. Chicago:
University of Chicago Press, 1999.
VOCATIONAL EDUCATION AND TRAINING 31
32. Have you
answered all
parts of the
question?
Have you kept
to the topic?
VOCATIONAL EDUCATION AND TRAINING 32
33. Submitting assessment …
• Cover sheet is inserted into response folio
• Ensure all areas of the cover sheet are
completed
• Declarations critical
• Assessor will give feedback and record
result
• Resubmission also recorded on this sheet
VOCATIONAL EDUCATION AND TRAINING 33
34. Submitting assessment …
• Do not submit as a .pdf or .txt
• PDF exception = workplace logs and
supervisor reports that require signatures
and scanning
• Submit in original form eg .doc, .ppt, .xls
etc so that the assessor can add
comments
VOCATIONAL EDUCATION AND TRAINING 34
36. Complaints and Appeals
• Students and staff initially resolve at level of
incident
• Unresolved complaint or assessment appeal
complete complaint or appeal form
• Available from info@acom.edu.au
• Complaints > Vice Principal
• Appeal > Associate Dean Vocational Education
VOCATIONAL EDUCATION AND TRAINING 36
37. RPL & Mutual Recognition
• Apply when applying for admission
• Apply BEFORE enrolling in a subject
• Request form from info@acom.edu.au
• Managed by Associate Dean VE
Discussion
RPL Handbook and application
Documents and evidence submitted
RPL interview may be required
VOCATIONAL EDUCATION AND TRAINING 37
38. Access and Equity
• Informed of options
• Accessibility of training
• Needs and right of students
• Reasonable adjustment to training and
assessment
• Learning environment free from harassment,
discrimination and bullying
VOCATIONAL EDUCATION AND TRAINING 38
39. Student Records
• Written request
Personal records
Record of results
Re-issue of certificate
• info@acom.edu.au
VOCATIONAL EDUCATION AND TRAINING 39
40. Assessment Extension to Due
Date
• Application form on Moodle
• Received 1 day before due date
• Maximum extension 4 weeks
• Applies to resubmission due dates
• Ultimate end of year deadline
• NO assessment will be carried into the next
calendar year
• Financial penalty if no extension requested
VOCATIONAL EDUCATION AND TRAINING 40
41. Assessment
• Each assessment item assessed as Satisfactory
/ Unsatisfactory
• Unsatisfactory has opportunity to resubmit
• Work directly with assessor for resubmission
• Students needs to be satisfactory on both
assessment items to be competent overall in
the subject / unit
VOCATIONAL EDUCATION AND TRAINING 41
42. Assessment
• Unsatisfactory on any item means not yet
competent
• Will need to re-enrol in subject if unable to
satisfactorily meet competency for the unit by
the due date
• NO assessment will be carried into the next
calendar year
VOCATIONAL EDUCATION AND TRAINING 42
43. Feedback
How you can assist us in providing a quality service and training and
assessment that meets your needs …
VOCATIONAL EDUCATION AND TRAINING 43
44. Feedback - Students
• Unit evaluation at the end of every subject
– Embedded into Moodle
• Quality Learner Survey 30 October every year
– Online government survey for students
• Destination survey 4 months after students
complete course
VOCATIONAL EDUCATION AND TRAINING 44
45. Feedback - Networks
• Training coordinator also able to complete
unit evaluation at the end of every subject
– Embedded into Moodle
• Quality Learner Survey 30 October every year
– Online government survey for selected
“employers”
• Annual ACOM satisfaction survey
VOCATIONAL EDUCATION AND TRAINING 45
46. WE TRUST THAT YOU WILL
ENJOY STUDYING WITH US.
VOCATIONAL EDUCATION AND TRAINING 46