Every Registered Training Organisation (RTO) with a Funded Activities Agreement must have a documented Upfront Assessment of Need (UAN) procedure that includes step-by-step instructions for undertaking the UAN within their organisation.
The UAN must be followed for every prospective student seeking to enrol in an SA subsidised course, to make sure:
- RTOs have a consistent evidence base to make a determination of the prospective student’s suitability for a course
- Fee-free personal, learning and foundation skills supports can be put in place right from the start to ensure a successful training outcome for the student and the RTO.
There are a few things a UAN procedure must do:
- be consistent with the UAN Guidelines.
- explain that a training account cannot be opened until the UAN is complete (or in line with the timelines for training contracts as set out in the UAN Guidelines).
- be reviewed regularly to make sure it is current.
- explain how and when information about the UAN is given to prospective students.
- ensure that the suitability and support needs assessment is conducted prior to the literacy and numeracy assessment.
- identify who in the RTO is responsible for each part of the UAN process.
- be clear and easy to follow so the UAN is conducted consistently with each prospective student, every time.
There are also a few things a UAN procedure should do:
- explain how the UAN process is undertaken in the RTO and not simply replicate information in the UAN Guidelines.
- follow the RTOs normal format and style of a procedure.
- as far as possible, be integrated into the existing pre-enrolment process to make sure it is easy as possible for all RTO staff to follow.
In developing a UAN procedure, the following questions must be addressed:
- which RTO role(s) will undertake the suitability and support needs assessment with the prospective student?
- is the suitability and support needs assessment broken up into stages throughout the pre-enrolment process or is it completed through one pre-enrolment discussion with the prospective student?
- does the UAN procedure clearly identify that the literacy and numeracy assessment is only undertaken after suitability and support needs have been confirmed?
- what document(s) are used to undertake the suitability and support needs assessment? do these document(s) include guidance on what questions to ask the prospective student in the one-on-one discussion(s)?
- what information is gathered and assessed to determine suitability for each of the seven mandated areas as set out in the Skills SA UAN Suitability and Support Needs Assessment Guide?
- what documents, forms or systems are used to capture the findings and monitor that any required learning or personal supports are provided and regularly reviewed?
- does the RTO require all prospective students to undertake the literacy and numeracy assessment as per the exemption requirements in the UAN Guidelines?
- what information is provided to the prospective student before they undertake the literacy and numeracy assessment, for example:
- information around the initial literacy and numeracy assessment and any subsequent assessments such as
- the CSPA and/or
- CSPA interpretation process and/or
- undertaking foundation skills development training
- information around the initial literacy and numeracy assessment and any subsequent assessments such as
- are prospective students provided with information about, and a link to, the SRNI practice assessment on the Skills SA provider website so that they can practice this assessment in the privacy of their own homes and get instant results?
- what is the initial ACER literacy and numeracy assessment used for each course delivered under subsidy?
- SRNIv2 (reading and numeracy) and CSPA writing (optional) or,
- CSPA (reading and numeracy) and writing (optional) or,
- Combination of SRNIv2 (reading or numeracy) and CSPA (reading or numeracy) and writing (optional)?
- what Australian Core Skills Framework (ACSF) exit levels has the organisation set for each qualification?
- the Department minimum of ACSF exit level 2 for reading and numeracy; or
- a higher exit level for reading and/or numeracy and writing (writing is optional) set by the RTO?
- at what location is the literacy and numeracy assessments undertaken? on the RTO’s site, on the prospective student’s work site, or virtually?
- which RTO role(s) set up and assign the literacy and numeracy assessments in the ACER OARS Platform?
- what instructions are provided to RTO staff on how to administer the literacy and numeracy assessments? is the process of creating, downloading and reading the ACSF exit levels for the literacy and numeracy assessments in the ACER OARS Platform set out in a step-by-step sequence (both for SNRI and CSPA)?
- which RTO role(s) undertake the supervision of the literacy and numeracy assessment? what supervision instructions do they follow?
- is the Skills SA-approved CSPA Interpreter’s name and contact details identified in the procedure so RTO staff know how to make contact to facilitate a CSPA Interpretation Report?
- what information does RTO staff provide to the CSPA Interpreter to facilitate a CSPA Interpretation Report if a prospective student does not meet the required ACSF exit level for either the CSPA reading or numeracy or writing assessments (writing if the RTO elects to assess writing)?
- which RTO role(s) explains the outcome of the CSPA Interpretation report to the prospective student?
- which RTO role(s) are responsible for facilitating any foundation skills supports prescribed by the CSPA Interpreter in the CSPA interpretation report?
- where required, which RTO role(s) provide a supported introduction for the prospective student to the organisation that will deliver the prescribed Foundation Skills bridging units or Foundation Skills Tutor Pilot?
- which RTO role(s) monitor that foundation skills training is being undertaken and is completed?
- how does the RTO record monitoring of foundation skills training until it is completed?