The Australian College of Career Development by hjkuiw354

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									The Australian College of
  Career Development

    Participant Handbook

    Vocational Graduate Certificate
                  in
    Career Guidance Management




                2010
                                                               Table of Contents
Philosophy of Training ........................................................................................................................................2
Courses offered through the Australian College of Career Development ..........................................................2
         Recognition of the Status of the Courses .................................................................................................2
         Staff ..........................................................................................................................................................2
         Vocational Graduate Certificate in Career Guidance Management (30852QLD) ....................................2
         Introduction ...............................................................................................................................................2
         How competencies and Books are related ...............................................................................................3
         Units of Competency in the Vocational Graduate Certificate in Career Guidance Management .............4
         Course overview .......................................................................................................................................5
         Textbooks and other learning materials are supplied with the Course including: ....................................6
         Entry Requirements ..................................................................................................................................6
         Enrolment Procedure................................................................................................................................7
         Tuition Fee Structure ................................................................................................................................7
         Payment of Fees and Refund Policy ........................................................................................................7
         Client Service............................................................................................................................................7
         Student Welfare and Guidance Services .................................................................................................8
         Individual Study Programs ........................................................................................................................8
         Participant’s Complaints and Appeals ......................................................................................................8
         Appointments with Staff / Pastoral Care ...................................................................................................9
         Office Hours..............................................................................................................................................9
         Further information ...................................................................................................................................9
         Assessment Tasks .................................................................................................................................10
         Referencing Assessment Tasks .............................................................................................................10
         Preparing for the course .........................................................................................................................11
         Career Information Websites .................................................................................................................12
General Quality Assurance ...............................................................................................................................13
         Training Services ....................................................................................................................................13
         Orientation ..............................................................................................................................................13
         Staff ........................................................................................................................................................13
         Participant Vocational Education Procedures ........................................................................................13
         Feedback from Staff, Participants and other Stakeholders ....................................................................13
Policies and Procedures ...................................................................................................................................13
         Assessment is competency based .........................................................................................................13
         Recognition of Qualifications issued by other RTOs ..............................................................................13
         Recognition of Prior Learning .................................................................................................................14
         Procedure for Recognition of Prior Learning ..........................................................................................14
         Evaluation of Training .............................................................................................................................15
         Social Justice ..........................................................................................................................................15
         Access and Equity Policy........................................................................................................................15
         Privacy Policy..........................................................................................................................................16
         Possible Vocational Outcomes ...............................................................................................................17
         Employability Skills .................................................................................................................................17
         Legislation that might affect participants at the Australian College of Career Development ..................18
Australian College of Career Development…



                        Who are we and what are we about?



The Australian College of Career Development recognises that education
and training has the ability to radically transform the lives of individuals and
their communities, and provides transformative education as its prime focus.
We offer a range of courses to suit the different needs of Community
Workers, Career Guidance professionals, and those involved in the
development of individuals and communities.
You may be interested in studying part-time or full-time toward a range of
qualifications that develop your competence and capacity in your chosen field
of interest.




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Philosophy of Training
It is expressly stated that the emphasis of the Australian College of Career Development is practical rather
than academic. This does not mean that academic studies are not offered, nor does it mean that participants
will not be required to make their best efforts in any study, but that the overall aim of the courses is to
produce practical achievers in Careers Development.

Courses offered through the Australian College of Career Development
Recognition of the Status of the Courses
The Australian College of Career Development is owned and operated as a recognised training institution by
EduBiz International Limited. It is a Nationally Recognised Training Organisation and is listed on the National
Training Information Service (NTIS) Provider No: 31980.

The Australian College of Career Development currently offers the following qualifications, some of which are
only available at specific locations. This Participant Handbook is specific to the Vocational Graduate
Certificate in Career Guidance Management (30852QLD)

          Title                                                                 Code

          Certificate IV in Community Services Work                             CHC40902

          Certificate I in Seafood Industry (Aquaculture)                       SFI10104

          Vocational Graduate Certificate in Career Guidance Management         30852QLD



Every qualification has Government approval under the Austudy, Youth Allowance and Abstudy
schemes.These schemes in most cases, give financial help to participants who are 16 years or over.
Because some conditions apply, participants should consult with both Centrelink and ACCD Administration.

Staff
Members of our training team are experienced and effective practitioners in the vocational fields in which they
teach. They bring an enthusiasm and quality presentation to their material. They possess appropriate
academic and vocational qualifications. Each member of the team has a strong commitment to the vision and
values of the Australian College of Career Development.

Vocational Graduate Certificate in Career Guidance Management (30852QLD)
Course Graduates are eligible to apply for Associate Membership of the Career Development Association of
Australia.

Introduction
Helping people to discover suitable occupations and to progress in their working careers, is a most satisfying
vocation. You may already have some experience of advising clients and providing them with information
about jobs and educational opportunities, or you may be wishing simply to gain sufficient knowledge to
become a careers adviser in a school, or a careers counsellor in private practice. In any case, we hope the
course will meet your expectations, and provide the knowledge, skills, and insights you will require to achieve
your own career goals and satisfy your future work needs.

The course is a self-paced study course offered in external mode. You may commence the course at any
time of the year, and work your way through your studies at a pace that fits in with your work and family
commitments, provided you complete the course within 18 months of the date of your enrolment. There are
fifteen Books of Student Notes that are the main resource for persons studying this course.

The learning materials of the Vocational Graduate Certificate in Career Guidance Management
include the following books:


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        Book 1    Introduction and history of career development

        Book 2    Theories of career development

        Book 3    The world of work

        Book 4    Counselling skills I

        Book 5    Counselling skills II

        Book 6    Introduction to assessment in career development

        Book 7    Measuring interests and skills

        Book 8    Personality assessment and computerised careers systems

        Book 9    Planning the process and the career development interview

        Book 10 Career development stages and special groups

        Book 11 Professional ethics and careers work with groups and organisations

        Book 12 Occupational and educational information

        Book 13 Reporting to clients and job search skills

        Book 14 Careers education in schools

        Book 15 Review of the course; professional reflection; and establishing an independent careers
                enterprise

Australia has adopted a competency-based education and training system, so the Books listed above are
designed to help students achieve the following competencies:

        1.   Australia's career development industry

        2.   Theories of career development / career guidance

        3.   Australia's world of work

        4.   Apply specialist interpersonal and counselling interview skills

        5.   Formal career assessment

        6.   Conducting a career interview session

        7.   Applying professional ethics, and working with groups and organisations

        8.   Providing careers information, and reporting to clients

        9.   Reviewing careers education, and teaching job search skills

        10. Establishing an independent careers enterprise, and practising professional reflection.

How competencies and Books are related
The Vocational Graduate Certificate in Career Guidance Management is accredited under the regulations
which requires that progress in education and training be measured according to the achievement of precise
Units of Competency. This means that participants/students will only satisfactorily complete the course when
they are able (competent) to do (perform) specific tasks. The ten Units of Competency in this course are
listed above.

The learning materials of this course are chiefly organised into fifteen "Books". How then, are the 10 Units of
Competency and the 15 Books related? In some cases, the instruction and assessment of a particular Book
corresponds exactly to the learning and achievement of only one, unit of competency. That is the case, for



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example, in Books 2, Theories of career development, and in Book 3, The world of work. Other
Competencies are shared between two Books. For example, Competency 8 is shared by Books 12 and 13,
while Competency 9 is shared by Books 13 and 14.

Although participants will satisfy the assessment required for each book that they study, their real aim is to
achieve the Competencies being taught in that Book. Books 6, 7 and 8 are all based on the same
Competency. As the Assessor marks an Assessment Tasks (perhaps reading answers, or listening to the
student perform in a taped interview) the Assessor will tick off the Performance Criteria for the Competency
concerned, on a checklist. Only if an assessment task provides evidence that the participant has achieved
the Competency, will he/she be able to receive a Statement of Attainment for that competency, or (when the
participant/student has achieved all 10 Competencies - through assessment or RPL) will he/she be able to
receive the Vocational Graduate Certificate in Career Guidance Management.

NOTE: Participants do not receive Statements of Attainment, or the Vocational Graduate Certificate, on the
basis that they have satisfied the requirements in each of the 15 Books, but on the basis that they have been
found to be "Competent" in each of the ten Units of Competency that have been taught in the fifteen Books
and assessed through the Assessment Tasks in each Book.

Below is a table that shows the sequence of Books (learning materials) and Units of Competency in the
course.

Units of Competency in the Vocational Graduate Certificate in Career Guidance Management
(Their location in the learning materials (Books) of the course. Code numbers and letters are also shown for
the competencies concerned.)




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Course overview

Book 1 Introduction and history of career development
A conceptual foundation, including: Definitions of basic terms, initial descriptions of work activities, discussion
of the value of career development, some historical insights, and an introduction to theoretical ideas of
importance in the field.

Book 2 Theories of career development
Five Major Schools of Thought – Trait and Factor; Holland’s Theory; Sociological Perspectives; Super’s
Lifespan Theory and Krumboltz’ Social Learning Theory – are described in some detail. Practical implications
of each theory for career practitioners are discussed.

Book 3 The world of work
Structures of Socio-economic Organisation and Labour Markets in Australia are discussed, including: Sectors
and Industries; Participation in the Workforce and Unemployment. Other topics include: General future job
outlook; changes and trends in organisational and employment structures; implications for job prospects;
and, how and why career paths are changing.

Book 4 Counselling Skills I
Generic micro-counselling skills, and their applications in careers work, are described by a qualified
Psychologist. This book introduces Attending, Empathy and Responding.

Book 5 Counselling Skills II
Generic micro-counselling skills, and their applications in careers work. This is a continuation of Counselling
I, and covers the topics: Self-Disclosure, Immediacy, Concreteness, Confrontation, Teaching and Referral.

Book 6 Introduction to assessment in career development
Types of assessment instruments are described. Debates about the benefits of testing are explored. Basic
technical aspects of assessment instruments and their uses are considered. The role of assessment within
the whole career development process is discussed. The testing of general ability (intelligence) is dealt with.

Book 7 Measuring interests and skills
Various interest categories are compared. Interest Inventories and skills tests are described, including:
Athanasou’s CIT, Pryor’s VISA, Simcock and Cross’ VIQ, and the Strong Interest Explorer. Card Sorts are
discussed. Various tests for the assessment of occupational skills and aptitudes are similarly described and
discussed.

Book 8 Personality assessment and computerised guidance systems
Values and personality assessment instruments are discussed, featuring: John Holland’s typology, the Myers-
Briggs Type Indicator, Knowdell’s Career Values Card Sort, Pryor’s WAPS, and COPSystem instruments.
Computerised Assessment/Guidance systems, are described and discussed, featuring: Adult Directions
(CASCAiD), Career Voyage (JIIG-CAL), and Career Builder (Career Solutions).

Book 9 Planning the process, and the career development interview
How to plan the delivery of career development services to clients is a major topic of this book. Establishing
rapport, determining client needs, probing, feedback in process, and exercises for use with clients (including
career decision-making), are also discussed, in the context of career development interviewing.

Book 10 Career development stages, and special groups
Career development across the lifespan, and careers services for special populations, are discussed
including: Stages of human development in relation to career development, life transitions and adjustments,
minority groups, gender issues, clients with disabilities; literacy problems; clients of non-English-speaking
background.

Book 11 Professional ethics and careers work with groups & organisations
Ethical standards and practices, the legal responsibilities of careers advisers, the rights of clients, referred
clients, and the referral of clients to other practitioners, are discussed. Providing career development services
to groups and within organisations is also dealt with in this book.

Book 12 Occupational and educational information



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The sources, types, and uses of occupational and educational information, are discussed. How to establish a
careers information collection and/or resource centre, is an additional topic. Resources for estimating job
prospects, pay and conditions are explored.

Book 13 Reporting to clients and job search skills
The analysis of data, including interview data and results of psychometric testing, is a major topic.
Consideration of client circumstances, conflicting indications, and the presentation of reports, are discussed.
The need for tact and discretion, the presentation of options, with required practical details, are among
aspects considered. The client’s responsibility for decision making, is stressed. The book also deals with job
search skills such as: job applications and selection criteria, résumés, prospect lists, canvassing letters, and
interview skills.

Book 14 Careers education in schools
This book includes a brief history of careers education, a review of the relationship between career theory
and careers education, discussion of the elements of a quality careers education program, with curriculum
development (K-12), and the relationship between Careers Teaching and Career Development Counselling.

Book 15 Review of the course, professional reflection, and establishing an independent careers
enterprise
This book contains a general review of important principles and practices covered in the course. Also
included is professional reflection. Finally there is information about establishing a careers enterprise.

Textbooks and other learning materials are supplied with the Course including:
          Reading from The Careers Adviser’s Guide by Rebecca Corfield

          Real People, Real Jobs by David Montross, Zandy Leibowitz & Chris. Shinkman

          Reading from Practical Issues in Employment Testing by Robert Rose

          What Jobs Pay 2009-2010 by Rodney Stinson

          The CD - Archangel Job Markets Australia 2009-2010

          Athanasou’s Career Interest Test (CIT)

          The COPSystem Tests – COPS, CAPS & Copes

          Profile Sheet – Pryor’s Work Aspect Preference Scale

          CDAA Code of Professional Conduct for Career Counsellors

          John Holland’s Self-Directed Search & The Occupations Finder.

          Australian Occupational Survey

Entry Requirements
To enter the Vocational Graduate Certificate in Career Guidance Management, a candidate must have:

          A qualification at the diploma level or higher in a discipline related to career development or
          counselling work.

OR

          A minimum of five years experience working in a job role involving the self-directed application of
          knowledge related to careers, with substantial depth in some areas and the exercise of independent
          judgement and decision making. This experience need not necessarily be recent, current or
          unbroken.

Apart from the entry requirements described above, there are no barriers to entry in relation to gender,
physical ability, social, ethnic or educational backgrounds. All students are served with equal priority
regardless of any such features of their background.


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Enrolment Procedure
Applicants should contact the Australian College of Career Development for an Enrolment Application Form.

All enrolment applications should include:
•   Completed Enrolment Application Form
•   Documentation of previous studies or experience if Recognition of a Qualification or Recognition of Prior
    Learning is sought (check first with Administration about the way this should be prepared)
Tuition Fee Structure
Fees normally are indexed to allow for annual cost of living increases. Fees for 2010 have been set as
follows but are subject to change:

•   Recognition of Prior Learning (RPL)
        The RPL fee for each unit of competency is $100.
•   Current Course fees are listed on our website at:
        www.accd.com.au


Payment of Fees and Refund Policy
A student (or sponsoring organisation) may pay full fees in advance at a cost of four thousand dollars
($4000). If a student does not wish to pay full fees in advance, the student may pay three hundred dollars
($300) per Book as they proceed, Book by Book, through the fifteen-Book course. A student who does not
intend to complete the Vocational Graduate Certificate may select particular Book(s) for study, paying three
hundred dollars ($300) per Book selected, as they are ready to receive it. Such students will receive a
Statement of Attainment for each competency they complete satisfactorily.

A refund of fees is given when full fees have been paid in advance, and the student does not complete the
course. All fees are placed in a Fee Security Account when they are received, and withdrawals are made
from that account pro-rata, as the student successfully completes each Book of study notes.

If, for any reason a student who has paid full fees in advance can no longer continue in the course, the
number of Books completed is used to calculate the refund to that student. That is, three hundred dollars is
deducted from the $4000 paid in advance, for every Book the student has completed. For example, if the
student has completed eight (8) Books, a sum of $2,400 is deducted, and the student is entitled to a refund of
$1,600 (less a $25 administration charge), because they paid $4000.

As stated, whenever a student concludes their studies, they will be issued the Vocational Graduate Certificate
in Career Guidance Management if they have successfully completed (or received RPL for) all fifteen Books
of the course. Where they have not completed all fifteen Books, they will be issued with Statements of
Attainment for all the competencies that they have achieved.

Please note: final assessment will not be completed until all outstanding fees have been paid.

If for any reason the Australian College of Career Development finds it necessary to cancel any unit,
participants are entitled to a full refund or transfer of funds to a future course.

No refund is available to participants who leave before finalising a Book unless they can provide a medical
certificate or show extreme personal hardship, in which case, fees may be refunded.

Client Service
We have sound management practices to ensure effective client service. In particular we have client service
standards to ensure timely issue of participant assessment results and qualifications. These will be
appropriate to competencies achieved and issued in accordance with national guidelines.

Our quality focus includes a Recognition of Prior Learning Policy, a fair and equitable Refund Policy, a
Grievance and Appeal Policy, an Access and Equity Policy and student welfare and guidance services.



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Student Welfare and Guidance Services
The Australian College of Career Development provides information and support to participants in issues
relating to:
•    Admissions processes
•    Appeals processes
•    Complaint procedures
•    Access and equity issues
•    Fees and charges
•    Numeracy and literacy problems

Some members of the Australian College of Career Development staff are available by appointment to
discuss such issues, and are willing to refer to a range of specialists for more comprehensive assistance.

Students who wish to discuss any aspect of their studies with the Course Coordinator, may make contact by
telephone, fax, email, or letter (Ronald Fyffe, 44 Pascoe Street, Mitchelton, Qld. 4053; Telephone: 07 3354
4937 Email: ron.fyffe@accd.com.au). An answering machine is in operation during the remaining hours.
Staff who grade assessment tasks attempt to write a worthwhile commentary on each assessment tasks, as
feedback to the students, to assist them to fill gaps in their understanding, and continually improve their level
of performance.

A Workshop lasting three hours (normally 9am to 12 noon) is held once every three months, in Brisbane, at a
suitable location (usually the training rooms of an employment agency). This activity is optional, and although
any student is welcome to attend, only students who are resident in Brisbane usually come. The Workshop is
primarily to provide opportunity for those attending to experience use of a range of career assessment
instruments, but any other course-related issues may be raised and discussed at a workshop.

Individual Study Programs
During the course, participants will need to undertake research, read selected texts, prepare assessment
work and and spend time reflecting on insights gained.

Participant’s Complaints and Appeals
All participants and staff have a responsibility to contribute to the achievement of an environment that:

     •    provides for safe and productive learning

Therefore, in the case of participants being dissatisfied with aspects of the training environment and/or
services offered, the participants are encouraged to raise complaints with the person who is most likely to
have the information to assist them with a resolution of their concerns.

Complaint Procedure

Phase One

     •    In the case of a person associated with the Australian College of Career Development or a partner
          organisation being aggrieved by the actions of another person associated with the training
          organisation, the following procedure should be implemented.
          •   The aggrieved person should speak personally with the person responsible for the complaint.
              The problem may simply be one of misunderstanding and may be quickly resolved.
          •   Failing that:
              o   The aggrieved person should document the facts of the complaint, taking care to ensure that
                  the complaint is neither frivolous nor based on personal prejudices.




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            o    The aggrieved person should deliver the documented complaint to the perceived aggrievor
                 using words such as, “I believe we have a situation that is unresolved, and I have written it
                 down so that you can see exactly what it is. Can we make a time to sort this out please?”
    •   Any complaint regarding finance or refunds should be discussed with the Administrator of the
        Australian College of Career Development.
    •   Any complaint regarding the structure, delivery, assessment or assessment result of a training
        program, should be discussed with the Course Coordinator.
Phase Two

    •   If phase one of the complaint procedures fails to resolve the matter, then the aggrieved person
        should formalise the complaint in writing using the “Complaint Form” and send the form to the
        Manager of the Australian College of Career Development. The Manager will not record the
        complaint until its formal receipt, and then its contents will be disclosed to all relevant parties. The
        Manager shall normally determine any action that should be taken as a result of the complaint, and
        will make his findings known in writing to those concerned. However, if requested by the complainant
        the Manager will make provision for the complaint to be processed by a Complaints Committee
        consisting of three independent persons drawn from the appropriate vocational sector. The
        participant will be encouraged to make a formal presentation of their case.
        When the complaint is about
        •    a person who is a paid or volunteer worker for the partner organisation, then the Manager of
             ACCD shall determine any action that should be taken as a result of the complaint.
        •    finances or refunds related to a training program, then the Manager of ACCD shall determine
             any action that should be taken as a result of the complaint.
        •    the structure, delivery, assessment or assessment result of a training program, then the
             Manager of ACCD will consult with and discuss the matter with the Course Coordinator and a
             decision will be made about the complaint. The Manager of ACCD shall be informed about the
             action that is taken.
        •    the quality of administrative service for which the Australian College of Career Development is
             directly responsible, then the Manager of ACCD shall determine any action that should be taken
             as a result of the complaint.
Phase Three

    •   If the participants are not satisfied with the outcome of Phases 1-2 and the complaint is of a major
        nature they may take the matter further by contacting the Department of Education and Training,
        Level 4, Education House, 30 Mary St, Brisbane Qld 4000, Telephone: 1300 369 935 who may
        arrange for the matter to be referred to a mutually acceptable independent body.
Appointments with Staff / Pastoral Care
The Course Coordinator is available for interviews (telephone, email, or if possible by face-to-face) to discuss
questions about the course. Appointments can be made through the Administrator or by direct contact with
the Course Coordinator.

Office Hours
The Administration office at Kirwan (Townsville) campus will normally be open Monday to Friday from 9.00am
to 5.00pm.

Further information

The Staff are fully trained professionals with verified qualifications and experience in the field of Career
Development / Vocational Guidance.

Qualifications issued (the Vocational Graduate Certificate and Statements of Attainment) are issued
according to the requirements of the Australian Quality Training Framework. They contain all details,




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signatures and the ‘Nationally Recognised Training’ logo to ensure that your Vocational Graduate Certificate
or Statement(s) of Attainment are properly recognised by Australian organisations of all kinds.

All learning materials used in this course (Books of Notes, Textbooks, Career Assessment Instruments, etc.)
are regularly reviewed (at least annually) to ensure that the versions used are up-to-date, representing
current thinking among top professionals in the field.

Assessment Tasks
There is one Assessment Tasks to be completed for each of the fifteen (15) books that comprise the course.
Most of these are written assessment tasks based on the book you have just studied. Some assessment
tasks however, require students to be recorded (by video or audio-tape) conducting interviews (related to
careers) with a friend or acquaintance. Student Assessment Tasks generally must be posted in, or sent by
email.

In each Book of Study Notes you will find a sheet that must be filled in and returned with your assessment
tasks. It is the Assessment Tasks Cover Sheet (on which you affirm that the assessment tasks is your own
work, etc). In addition to the Cover Sheet, you will receive an Assessment Tasks Feedback Report in which
your assessor will go into greater detail concerning your performance as it relates to the
competency/competencies involved. There are sections on the Assessment Tasks Cover Sheet where the
Assessor will tell you the Assessment decision, and write you feedback on your performance. The Cover
Sheet and the Book Assessment Tasks Report will be returned to you along with the marked Assessment
Tasks. You will notice a small tear-off Feedback Verification Form at the bottom of the Cover Sheet. You
need to sign this and return it to the College (normally with your next Assessment Tasks) to show that you
have read the Assessor’s feedback.

A complete set of Student Training Record sheets will be available to you on the website www.accd.com.au
if you enrol in this course.. These will show you Performance Criteria etc. related to each of the competencies
taught. You will use these forms if you apply for RPL in respect of any competency. You may also wish to use
the Training Record sheets as you write an Assessment Task, to check that you have covered all the
Performance Criteria being assessed in that Assessment Task.

If you are deemed not to have satisfied the assessment requirements in a particular assessment task, you
may request that your Assessment Tasks be assessed by another Assessor (with all comments by the
original Assessor removed). If the second Assessor also judges that your Assessment Task shows you are
‘Not Yet Competent’, you should contact your regular Assessor to negotiate a different Assessment Task for
the same competency/competencies; that is, you do an alternative Assessment Task based on the same
competency/competencies.

The purpose of students completing Assessment Tasks (the purpose of the whole assessment process) is to
enable independent, qualified assessors to honestly certify that you, the student, have achieved the
competency/competencies taught in the book and (ultimately) all the competencies taught in the course, and
are thereby qualified to deliver career development services to the public.

Referencing Assessment Tasks
To reference an Assessment Tasks essay, you should use the 'Harvard' or 'Author-date' system of
referencing. You are, no doubt, familiar with this system. However, in case any student is not......... You only
have to write the author's surname, and date of publication (in brackets) in order to show the source of an
idea you have gained from that author. If you quote the author's exact words, you must put quotation marks
(“...”) around the quotation, and include within your reference brackets, the author's surname, date of
publication, and the page number(s) on which the quotation was printed. Below is an example of this system
used in an essay about shell collecting.

There are several ways to catalogue a shell collection. It may be done according to the species of the shells
(Smith, 1989), or according to the size of the shell (James, 2005). One marine biologist suggests: “Simply
give each shell in the collection a number, and a date, to show when you found it.” (Brown, 2002, p.184)




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Preparing for the course
Distance education, or studying externally, has both advantages and disadvantages. You can work at your
own pace, at a time convenient to you. The Vocational Graduate Certificate in Career Guidance
Management is a self-paced course. You don’t have to start or finish on a given date, or even a particular
month. You may begin you studies any day of the year. You may take a relatively short time or a longer time
to complete a book, but it is unwise (except in unusual circumstances) to take more than one month to
complete any book. Your interest and motivation may begin to lag if you adopt a very casual pace. So, how
fast can you go if you are really keen and other duties permit full-time studying? We consider that students
would be unwise to try to complete the course in less than six months. Maximum benefits require sufficient
time to think over concepts and develop skills, but remember the 18 months time limit.

Many people consider that the greatest disadvantage for distance education students is that they cannot
interact directly with their teacher and other students while they are learning. However, if there are other
students of this course near your location, there may be the possibility of forming a ‘study group’ in which you
can exchange insights and discuss topics.

You are welcome to contact the Course Coordinator by telephone or email, to discuss any difficulties you are
having with your studies. Our experience (which is supported by research) is that external students are
usually more highly motivated, and achieve slightly better results (on average) than students attending
lectures. Distance education students need to follow a self-imposed schedule of study hours, in order to
cover all the reading, revision, and preparation of Assessment Tasks that is required.

You have already ‘counted the cost’ in terms of the fees you must pay to complete the course. The College
tries to prevent extra costs by including the supply of essential textbooks, readings, copies of certain
vocational tests, etc., in the course fees (or in the single fee charged for each book). However, there are
some costs involved in posting in your completed Assessment Tasks. Another aspect to keep in mind is that
personal educational expenses are tax deductible, provided studies are related to the tax-payer’s present or
future employment.

All students of this course would benefit by joining the Career Development Association of Australia Inc.
This is the peak professional body of career development practitioners in Australia. All members receive
copies of the quarterly national magazine “Australian Career Practitioner” and can participate in Professional
Development Programs and meetings of the State Divisions of the Association. Members also have access
to professional indemnity insurance at reasonable costs. An excellent national conference is held annually in
different state capitals, and features international speakers.

If you are a resident in certain locations, you may choose to attend some of the seminars organised from time
to time by State Divisions of the CDAA. Attendance at those seminars/workshops is not, of course, essential.
However, any such experiences could strengthen your knowledge and skills in career development.




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CDAA Postal Address:

PO Box 5084

Alberton SA 5014

Telephone: (08) 8341 1492

Email: info@cdaa.org.au

Website: www.cdaa.org.au

Career Information Websites

The following are some websites that students may find interesting because they are concerned with
National Careers Information and vocational education courses.

www.jobguide.gov.au           The best source of information about career options and job requirements.

www.jobsearch.gov.au          The Australian Government’s JobSearch site for current employment
                              vacancies throughout Australia

www.deewr.gov.au              Information about education and training options.

www.myfuture.edu.au           Information to personalise your careers exploration

www.joboutlook.gov.au         Characteristics of individual occupations, including age profile, hours of work,
                              earnings and prospects

www.skillsinfo.gov.au         Industry employment trends and skills issues

www.workplace.gov.au          Information about workplace relations and employment services

www.tafe.net                  TAFE Handbook; TAFE Institutes; On-line courses, etc.

www.seek.com.au               Broad range of job vacancies

www.ola.edu.au                Open Learning Australia; Vocational, Undergraduate and Postgraduate
                              courses available externally

www.resume.net.au             Information on resume writing

Tertiary Admission Centres:

www.uac.edu.au                New South Wales and ACT

www.qtac.edu.au               Queensland

www.satac.edu.au              South Australia

www.vtac.edu.au               Victoria

www.tisc.edu.au               Western Australia

www.utas.edu.au               Tasmania

www.cdu.edu.au                Northern Territory

www.amc.edu.au                Australian Maritime College, Tasmania




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General Quality Assurance
Training Services
A satisfactory service will be guaranteed which will meet the Australian Quality Training Framework Evidence
Guide and the requirements of the Department of Education and Training (QLd).

Orientation
All new participants and staff at the Australian College of Career Development will be made aware of the
training philosophy, course requirements (including language, literacy and numeracy needs) and
Occupational Health and Safety issues during an orientation process that is initiated at course
commencement.

Staff
The Australian College of Career Development staff will have demonstrated proficiency in their specialty
areas and exhibited high quality communication skills. Full time trainers will hold appropriate vocational and
training qualifications and will have a track record of effective vocational experience. All staff will be
encouraged to further their own professional development.

Participant Vocational Education Procedures
The Australian College of Career Development has a strong commitment to hands on training and learning by
doing.

A staff member coordinates the administration and control of the practical assessment in the field. Individual
records are kept. If the participant will be working in any capacity with those under the age of 18, a children’s
Worker Suitability Card or appropriate Police Check will be a necessity.

Feedback from Staff, Participants and other Stakeholders
The College continually invites suggestions and feedback that could lead to improvement of our services.
Such feedback and suggestions should be in writing and directed to the Manager or Course Coordinator.

Policies and Procedures
Assessment is competency based
Assessment for all courses is competency based. The actual competencies that the training addresses are
the benchmarks for assessment.

All assessment details will be outlined in Assessment Feedback Reports. These Reports will be signed by the
Assessor to give participants prompt feedback on the achievement of competencies. The Australian College
of Career Development will maintain a master set of records for each participant. All participant records are to
be regarded as confidential and should only be accessed by Administration and the Manager. Relevant
information may be extracted with permission by staff and trainers for the purposes of carrying out their
responsibilities.

Participants may have access to those sections of their personal files that cover:
•   Application papers (not including confidential references)
•   Copies of correspondence
•   Academic records (including assessments)

Recognition of Qualifications issued by other RTOs
The Australian College of Career Development will recognise the credit transfer of competencies achieved by
participants who have formal certification providing evidence of current competence in the particular units of
competency from other registered training organisations.



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Application Forms for recognition of qualifications or statement of attainment are available from
Administration and completed forms must be lodged with the Administrator prior to the commencement of a
course.

The procedure to apply for recognition of qualifications includes:
•   Complete section for Credit Transfer on Enrolment Application Form
•   Complete Credit Transfer Application
•   Forward Credit Transfer Application to Administrator, together with certified copies of the certificate /
    statement of attainment / statement of results for which credit is sought
•   Administrator will advise applicant of credit acceptance in writing

Recognition of Prior Learning
The Australian College of Career Development will recognise the prior learning and work and/or life
experience of all potential participants in both formal and informal training. During the assessment process
for RPL, an assessor will be available to provide adequate support to the applicant.

Application forms for Recognition of Prior Learning are available from Administration on application.
Submissions must be made prior to the commencement of the course.

The Australian College of Career Development considers applications for recognition of prior learning and
grants such recognition where that is warranted and supported by adequate evidence of prior learning of a
competency or competencies of the Vocational Graduate Certificate in Career Guidance Management. A fee
of one hundred and fifty dollars ($100) is charged for assessment of an RPL application (in respect of each
competency for which RPL is sought).

    a)     The availability of recognition of prior learning (RPL) under prescribed conditions is made known to
           all prospective students through this Participant Handbook, and by other communication from staff
           to enquirers and students.

    b)     An application for RPL is enclosed with the Participant Handbook and the Course Coordinator is
           happy to discuss RPL with students and others.

    c)     Applicants for RPL are instructed to telephone their Assessor (and/or the Course Coordinator) both
           before and after completing their written application. This is in order that the Assessor/ Course
           Coordinator can negotiate with the applicant for the possible use of recorded performance (audio or
           video tape) and/or telephone conferencing (to include managers and others who can present
           evidence) in addition to the written application and accompanying documents.

    d)     Applicants for RPL are instructed to send only copies of awards, certificates of service, testimonial
           letters etc., (certified by a Justice of the Peace in the case of awards). The College fully recognises
           all ATQF qualifications and Statements of Attainment issued by other educational/training
           institutions, but students must justify claims to meet details of performance criteria, etc., involved in
           their application.

    e)     Assessment of RPL applications is made by means of careful examination of all documentary
           evidence submitted, and/or by telephone conversations with managers or others qualified to give
           evidence of the applicants skills or knowledge, and/or by attention to an audio or video tape
           recording in which the applicant demonstrates the competency.

 Applicants for RPL must be careful to address all the performance criteria in the unit of Competency for
which they are seeking RPL. An RPL application is available from Administration or can be downloaded from
the ACCD website. The Course Coordinator will be happy to further discuss RPL.

Procedure for Recognition of Prior Learning
1. Applicant contacts Course Coordinator. Course Coordinator provides details of the RPL process, and
   negotiates activities that might be required in addition to the written application and documents. The main



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    activity will be an extended telephone conversation to test the applicant’s knowledge of the
    competency(ies) involved.

2. Applicant prepares draft of written application, and compiles Portfolio of Supporting Documents which
   may include:

    -   Letters from managers, supervisors, ministers who can witness to the applicant’s skills, knowledge,
        experience etc.
    -   Samples of work (relevant to the unit of competency) such as reports, interview notes, action plans,
        personal profiles, etc composed by the applicant.
    -   Copies of qualifications and Statements of Attainment (certified by JP or equivalent) relevant to the
        application.
    -   Resume/CV indicating work experiences of the applicant.

3. After Course Coordinator conducts telephone RPL Assessment and receives all other evidence from the
   participant, he/she makes judgment on the application and informs the applicant accordingly.

4. If appropriate, the applicant is advised of his/her right of appeal against the RPL judgment, and advised
   on how to submit the appeal. Applicants who are not successful in their application for RPL will be given
   written reasons for the negative decision.

Evaluation of Training
Graduates will be asked to complete a Course Evaluation on completion of the course. This evaluation will
invite comments on the balance and relevance of the course, the adequacy of facilities, the delivery of quality
assurance items mentioned in the handbook and the functioning of the administrative and pastoral care
systems during the period of training.

The results of the Course Evaluation will be conveyed to the Manager as part of a regular internal review
process. At his discretion, results of the evaluations may be conveyed to other people working within the
broad training environment of the Australian College of Career Development.

Social Justice
The Australian College of Career Development curricula will meet in content, language, methodology,
learning experiences and assessment tasks, the learning needs and rights of all participants, as far as it is
reasonable and acceptable within the framework of the orientation and values of the Australian College of
Career Development.

In accordance with legislation, no form of discrimination or harassment, including sexual or gender-based
harassment, or race-based discrimination will be tolerated.

The Australian College of Career Development strongly encourages the use of inclusive language for all
presentations, including all written work and oral presentations where appropriate.

In particular, the Australian College of Career Development will ensure its curricula are inclusive. Care will be
taken to ensure that the curriculum content recognises the contribution of men and women, Aboriginal and
Torres Strait Islander, and non-English speaking people. Opportunity will be taken where appropriate to draw
participants' attention to positive examples of people with learning and physical impairments.

Access and Equity Policy
Training at the Australian College of Career Development is available to a broad client group including
indigenous Australian peoples, people with disabilities, men and women, people from a non-English speaking
background providing they meet the entry requirements outlined earlier in this handbook.

To ensure that all trainers and administration staff are aware of the special needs of participants, and can
modify their delivery, assessment methods and personal interaction accordingly, the following procedure will
be followed, prior to the commencement of the course.




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•   Special needs of the participants will be identified in Enrolment Application Forms and Personal Learning
    Contracts that may be compiled with their trainers. Difficulties experienced through a disability, use of
    English as a second language or cultural backgrounds will be noted. Learning style tests will be
    conducted during the enrolment process.
•   To ensure all participants gain the optimum benefit from their training, results of their tests and the
    special needs identified will be made known to the participants themselves, to all trainers and to the
    administration staff.

Privacy Policy
The Australian College of Career Development is committed to protecting your privacy. From 21 December
2001 new National Privacy Principles came into effect, as part of the Commonwealth Privacy Act 1988.

The National Privacy Principles set out how the Australian College of Career Development should collect,
use, keep and disclose your personal information. You have the right to know what information the Australian
College of Career Development holds about you, and the right to correct it if it is wrong.

The Australian College of Career Development takes every care to protect the personal information we hold.
Information is only made available to employees or parties who need access in order to better care for, or
inform the person. These employees and volunteers are committed to maintaining confidentiality.

1. What is Confidential and Personal Information?

    Confidential and personal information is information about a person that can identify or enables
    identification of that person.

2. Why do we need Confidential and Personal Information?

    We need to know certain confidential and personal information about you in order to assess your
    application and how best we might assist your aspirations.

3. Who will use your Confidential and Personal Information?

    Only those members of staff who are directly involved in assessing your application, furthering your
    course progress or function, will have access to your confidential and personal information.

4. Will my Confidential and Personal Information be disclosed to anyone else?

    Apart from that above and unless you give your consent or the law requires us to do so, no one will be
    allowed to disclose or view your confidential and personal information without first seeking your consent.

5. What do you do with my Confidential and Personal Information?

    Apart from that mentioned above, we use your confidential and personal information to:
    -      Maximise our method of course delivery
    -      Make available resources peculiar to your needs
    -      Tailor training and other materials to suit
    -      Determine credits for prior learning or competencies

6. Where will my Confidential and Personal Information be kept?

    Your information is maintained in a database or kept in a separate hardcopy personal file.

7. How is my Confidential and Personal Information Protected?

    The database is password protected and your personal file kept in a lockable filing cabinet. Only staff
    members with responsibility for their maintenance and use are allowed access to your confidential and
    personal information.

8. Can I have a copy of my Confidential and Personal Information?




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    A copy of your confidential and personal information, held by us, can be requested and provided no later
    than 14 days after receipt of your written request.

Possible Vocational Outcomes
Upon completion of this course, participants will be competent to perform duties appropriate to the career
development / vocational guidance industry.

Graduates of this Vocational Graduate Certificate in Career Guidance Management course will be able to be
placed in the following roles:

    School careers adviser
    Careers consultant
    Career counsellor in private practice
    Career practioner in a rehabilitation service
    Case manager
    Career transition consultant

Employability Skills
A summary of the employability skills developed through some of the qualifications delivered by the
Australian College of Career Development can be downloaded from http://employabilityskills.training.com.au .




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Legislation that might affect participants at the Australian College of Career Development
The following information about legislation and associated organisations protects participants at the
Australian College of Career Development:

       •   DEEWR (Department of Education, Employment and Workplace Relations)

                The department implements government policies and programs to provide education and
                training opportunities for all Australians, to increase employment participation and to ensure
                fair and productive workplaces.

       •   AQTF 2007 Standards

                The Australian Quality Training Framework (AQTF) is the national set of standards which
                assures nationally consistent, high-quality training and assessment services for the clients of
                Australia’s vocational education and training system.

       •   Anti Discrimination Act 1991 (Qld)

                This legislation promotes equality of opportunity for everyone by protecting them from unfair
                discrimination in certain areas of activity and from sexual harassment and certain associated
                objectionable conduct.

       •   Workplace Health & Safety Act 1995, 6th Oct 2000 (Qld)

                This legislation is about workplace health and safety, and for related purposes. Participants
                of the Australian College of Career Development are protected by the contents of this
                Queensland Act of Parliament.

       •   Vocational Education, Training and Employment Act 2000

                This legislation ensures participants at the Australian College of Career Development will be
                provided with a high quality of service suitable for vocational education, training and
                employment, and regulates the registration of training organisations such as the Australian
                College of Career Development within the State of Queensland.

       •   Work Cover Qld Act 1996

                This legislation provides for the maintenance of a system of accident insurance providing
                adequate and suitable cover for the Australian College of Career Development Participants
                (and their dependants) who might suffer injury or death, and to meet their need for adequate
                income and appropriate medical treatment.

       •   Privacy Act (Australian Government)

                This legislation makes provision to protect the privacy of individuals, and has implications for
                the Australian College of Career Development Participants.

       •   Disability Discrimination Act 1992 (Australian Government)

                This legislation seeks to eliminate discrimination against persons on the ground of disability
                in the areas such as education and training and to ensure that persons with disabilities have
                the same rights to equality as the rest of the community.

       •   Commission for Children & Young People Act & Regulations 2001/2002

                The Commission for Children and Young People and Child Guardian is an organisation
                which promotes and protects the rights, interests and wellbeing of all Queenslanders under
                18. Participants at the Australian College of Career Development are subject to Working with
                Children Checks to make sure those working with children and young people are suitable.




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