The Access and Equity Guide for Rtos

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Department of EducationEquity Standards Branch

Access and Equity Guide:

Registered Training Organisations



Access and Equity Guide-RTO Version 1.8 November 2003 1

Table of Content s

WHAT IS EQUITY? 1

WHAT ARE EQUITY GROUPS? 1

WHAT IS DIVERSITY? 4

WHAT IS ACCESS AND EQUITY? 4

WHAT IS DISCRIMINATION? 4

WHAT IS DIRECT AND INDIRECT DISCRIMINATION? 4

WHAT IS STEREOTYPING? 5

WHAT IS PREJUDICE? 5

WHAT IS HARASSMENT? 5

CAUSES FOR CONCERN 5 BARRIERS TO PARTICIPATION 5

SUPPORTING EQUITY GROUPS 7

MYTHS AND FACTS 7

LEGAL RESPONSIBILITIES 9

ROLE OF THE RTO 12

LEARNER RIGHTS 13

WHAT IS AN EQUITABLE RTO 14

NATIONAL PLANS AND BLUEPRINTS 14

ACTIVITIES 16

RESOURCE LIST 23

ACKNOWLEDGEMENTS 1

FURTHER DETAILS 1

DISCLAIMERThis guide does not in any way guarantee compliance to the Australian Qualifications Training Framework - Standards forRegistered Training Organisations.

The Department makes this material available on the understanding that users exercise their own skill and care with respectto its use. Before relying on the material in any important matter users should carefully evaluate the accuracy, completenessand relevance of the information for their purposes and should obtain appropriate professional advice relevant to theirparticular circumstances.




In t roduc t ion

This guide aims to provide information about the needs of people from equity groups. It

contains information and resources that Registered Training Organisations (RTOs) mayfind useful in addressing their responsibilities in the delivery of vocational education andtraining (VET) to people from equity groups.

While this guide does not provide all possible information about people from equitygroups, it does provide some ideas, practical suggestions and activities thatorganisations can undertake to foster an inclusive environment.

This guide encourages all Registered Training Organisations to review their currentworkplace practices and challenges them to work in an inclusive way.

What is Equity?

Equity is about ensuring that all people have the supports that they need to access,participate and achieve to the same level. Equity is not the same as Equal Opportunitywhich is about making sure that people are not discriminated against and treatedunfairly on the basis of difference. Equal opportunity focus on everyone having an equalstart whilst equity focuses on participation and achievement to an equal level.

What are Equi ty Groups?

In the past certain groups of people were actively not included in education and trainingprograms. Sometimes it was a deliberate exclusion whilst others were based onmisunderstanding or lack of forethought. Historically these groups became known asequity groups in order to highlight their situations and address the disadvantage theyclearly experienced and continue to experience today. Some groups of people are stillunder represented in vocational programs and employment.

These groups include:

Women, Aboriginal people, People from culturally and linguistically diverse backgrounds, People with disabilities, People living in rural and remote areas, People without adequate literacy and numeracy skills, Offenders (including young offenders) and prisoners, People of low socio-economic status, and Unemployed people aged over 45 years.

However it needs to be remembered that none of these groups ishomogenous and there will be members of these groups who do notexperience any disadvantage while others will experience multiple levels ofdisadvantage.




What is Divers i t y?

Diversity is the recognising and valuing of individual differences. Accommodation ofdiversity has the potential to introduce new perspectives, highlight and challengeconventional approaches and stimulate creativity and innovation. If we don’t offer allpeople the opportunity to develop and use their skills and abilities then we are denyingthe community access to much needed resources. Training organisations need to movebeyond focusing on legislative responsibilities to an approach that focuses onrecognising, respecting and valuing a range of social and cultural differences amongstclient groups which allows increased access, participation and achievement

Registered Training Organisations which welcome and value diversity support avocational education and training system that reflects the diversity of the community thatit serves and the development of a competitive, skilled and diverse labour market whichdirectly benefits industry.

What is Ac cess and Equi ty?

Access and Equity is about removing barriers and opening up opportunities. In trainingit means ensuring that people with differing needs and abilities have the sameopportunities to successfully gain skills, knowledge and experience through educationand training irrespective of their age, disability, colour, race, gender, religion, sexuality,family responsibilities, or location. It means identifying and addressing the trainingneeds of everyone.

What is D iscr im inat ion?

Discrimination is treating a person unfairly or less favourably because they belong to aparticular group or category of people. It can be either direct or indirect, and to act in thisway is breaking the law.

What is D irec t and Indi rec t D iscr iminat ion?

Direct Discrimination

Direct Discrimination is when a person is treated less favorably than another in thesame or similar circumstances.

Examples of direct discrimination could be:

refusal to accept a student based on their sexual preference,or

giving preference to an applicant who wears western styleclothes over a person wearing the hijab or turban.

Indirect Discrimination

Indirect discrimination is treatment that appears on the surface to be fair or neutral, butwhich has an unequal effect on people.

Some examples of indirect discrimination could be:

requiring written assessments in English, where fluency inEnglish is not essential,




provision of information sessions where only a written formatis provided when a learner with a vision impairment is part ofthe session, or

work placements that do not to allow breaks for religiousobservance.

What is Stereot yping?

Stereotyping is when a generalised image of people in a particular group is promoted.

For example, immediately assuming that a person with a disability must be a personwho needs a wheelchair to enable them to move around.

What is Pre judice?

Prejudice is a preconceived idea or attitude often sustained by over generalisation.

What is Harassment ?

Harassment is persecution or bullying based on issues such as sex, gender, race,sexual preference, impairment, marital status, pregnancy, parental status or religion.

Causes for Concer n

Although people from some equity groups are represented in VET at a percentageclose to their representation in the community, it is likely that they are:

1. Over-represented in:

access and non-vocational courses,

Certificates I & II levels, and

statistics for long-term unemployed.

2. Under-represented in:

the labour force

management roles, and

completion and success rates in courses and programs theyundertake.

Bar r ie rs to Par t i c ipa t ion

There are a number of barriers to participation that people from equity groups mayexperience. Some of these can be common to people from different equity groups,whilst others are more specifically experienced by a single group of people.However barriers may be compounded when people fit into one or more equitygroups.

Barriers may be associated with the training itself, or with the personalcircumstances of the individual. Some of these are grouped below.




Barriers for women may include:

• Low levels of formal educational achievement,

• Lack of disposable income,

• Lack of self confidence, and

• Family responsibilities and lack of appropriate childcare

Barriers for Aboriginal people could include:

• Language,

• Low levels of formal educational achievement,

• Racism,

• Low socio-economic status,

• Low language, literacy and numeracy skills,

• Inappropriate training environments,

• High arrest and imprisonment rates, and

• Barriers associated with living in rural and remote areas

Barriers for people with disabilities could include:

• Lack of awareness of inclusive training practices,

• Attitudes of the community, training providers and employers,

• Physical access to training venues,

• Lack of personal support funding, and

• Training environment.

Barriers for people from a non- English speaking background could include:

• Language,

• Racism,

• Emotional barriers,

• Lack of appropriate childcare,

• Lack of awareness of inclusive training practices, and

• Inflexible programming of courses.

Barriers for people from a rural and remote area could include:

• Low grade facilities and lack of other resources (staff, accommodation,transport and equipment),

• Lack of childcare,

• Lack of information

• Lack of continuity of programs in rural areas, and

• Low socio-economic status.




Suppor t ing Equi ty Groups

How can Registered Training Organisations assist people fromequity groups?

An inclusive environment does not exclude or just tolerate difference, it recognises it asan opportunity to enrich and extend opportunities for all. There are a number of aspectsof the learning environment from physical access through to assessment strategies thatneed to be considered. Flexibility, mutual respect, communication and willingness toadapt are all critical factors.

Most learners don’t want to be singled out or over protected. They just want access toservices which will enable them to participate and achieve success in their training.Revising perceptions and attitudes is the first step in including all learners.

Some of the things that a Registered Training Organisation should consider whenaddressing support for specific groups of people could be:

provision of a welcoming and supportive environment,

questioning by the trainer or assessor in an appropriate wayso that the learner will not be upset or offended,

offering flexibility in training and assessment,

diversity in recruitment and selection,

consulting the local equity group support services,

willingness to change current practice, and

clarifying the facts about an individual’s needs.

Myths and Fact s

There are a number of misunderstandings that should be clarified when planning for

people from equity groups.

Myth:

Equity means that everyone should be treated the same – so learners who are members of equity groups are not entitled to support services.

Fact:

Everyone should be able to achieve their full potential. Provision of support servicesmay enable a learner to participate in the same way as another who does not need that

support. Support services to assist learners with tasks such as reading and processinginformation, conducting research, preparing assignments, and performing manualprocedures may be essential to achieving success.




Myth:

Learners with disabilities are more likely to drop out of courses than other learners,even when given support.

Fact:

Learners with disabilities withdraw from study or training courses for the same range ofreasons as other learners, but they are no more likely to do so. Recent statistics fromthe University of Tasmania, demonstrate that learners who have access to requiredservices are less likely to withdraw than learners who do not have a disability.

Myth:

Learners from cultural diverse backgrounds are too time consuming and their needs are too difficult to cater for in a training environment.

Fact:

Learners from culturally diverse backgrounds are often highly motivated to attendtraining and overcome any barriers they may encounter during their participation. Theyare often very well organised and experienced in finding solutions to problems.

Myth:

Learners with disabilities create substantial costs through the need to provide extra equipment and additional staff time.

Fact:

Not all learners with disabilities will require assistive equipment or additional learningsupport staff. Site modifications, if necessary, are often simple and low cost.

Myth:Women with young children are better off if they study through external courses.

Fact:

Learning alone restricts opportunities for interaction in a stimulating social, intellectualand learning climate. Most learners need a range of opportunities for interaction duringtheir learning.




Legal Respons ib i l it ies

All VET trainers have a legal responsibility to ensure that discrimination does not occur.

Over the past thirty years legislative changes have occurred throughout Australia aimedat improving services for people who are members of equity groups. Legislation whichprovides protection against discrimination includes:

Tasmanian State Legislation

The Tasmanian Anti-Discrimination Act 1998 outlaws discrimination on any of thefollowing attributes or identities:

age, breastfeeding, disability, family responsibilities, gender/sex, industrial activity,irrelevant criminal record, irrelevant medical record, lawful sexual activity, maritalstatus, parental status, political activity, political belief or affiliation, pregnancy,race, religious activity, religious belief or affil iation, sexual orientation, associationwith a person who has, or is believed to have, any of these attributes or identities.

Commonwealth Legislation: Racial Discrimination Act 1975

Sex Discrimination Act 1984

Human Rights and Equal Opportunity Commission Act 1986

Disability Discrimination Act 1992

Racial Hatred Amendment 1995.

The Disability Discrimination Act (DDA) 1992

The Disability Discrimination Act aims to eliminate, as far as possible discrimination onthe grounds of a disability in areas of education, access to public premises, andemployment.

The definition of a disability under the Disability Discrimination Act is broad and includesphysical, intellectual, psychiatric, sensory, learning, neurological, physical disfigurementand the presence in the body of disease causing organisms.

All staff members employed by a training organisation have a responsibility toensure that learners do not experience discrimination.

Under the DDA, training providers are obliged to:

Ensure learners with disabilities are not unlawfullydiscriminated against when seeking to enrol in a course ofstudy,

Negotiate and implement any adjustments necessary toenable learners with disabilities to participate in a course to

the same extent as other learners, and Ensure assessment procedures and methods are adapted to

enable learners with disabilities to demonstrate theknowledge, skills or competencies being assessed.

For more information the website address is

http://lists.w3.org/Archives/Public/wai-site-comments/2002Jun/att-0000/australia.htm




The Disability Standards for Education 2003

The Disability Standards for Education 2003 were formulated under the DDA to clarifyand elaborate on the legal obligation in relation to education in relation to enrolment andparticipation in education, training and educational services.

Reasonable Adjustment

Under the DDA it is expected that training organisations will sometimes need to makeadjustments to ensure equal opportunity for students with disabilities. The nature ofreasonable adjustments is such that they are designed to minimise the disadvantageexperienced by learners with a disability, rather than provide learners with a competitiveadvantage.

This can include administrative, physical or procedural modifications.

On the next page are some examples of how reasonable adjustment in trainingand assessment might be made:




Disability Example of reasonable adjustment

Hearing • Information presented visually and interpreted response via sign language

• Consider E-mail or SMS responses.

Vision • Aural information and aural response,• high colour contrast or font size

• use of magnifying glasses or large computer screens

• voice recognition software

Physical • Ramps and lower desks

• Computerized communication devices

• physical assistance with physical tasks

• teamwork to overcome physical limitations.

Intellectual • physical prompts and signs

• colour coding

• digital photos

• voice recognition software responses• use of person to scribe responses

• talking calculators and spell checkers

• use of a person to coach through the assessment

AutisticSpectrum

• give options for assessment,

• limit distractions

• reduce interpersonal or social demands of assessment tasks (e.g. teamwork).

• adapt the assessment to the student's special interest (e.g. maths calculationsinvolving bus timetables)

• consider E-mail or SMS responses

ADHD • multiple short tests or allow rest periods,

•

limit distractions• coordinate with medication regime e.g. 20 minutes after medication

Stress/anxiety • self-paced assessment,

• learning contracts negotiated

• not in an exam situation.

• coach to reduce anxiety

Depression/mentaldisorders

• motivational issues

• training and assessment is linked and highly structured.

• coordinate assessments with optimum performance in line with medicationregime ( time of day, after food and medication)

• consider highs and lows of Bi-polar

Dyslexia/Dyscalculia

• use of graphics and photos to augment the written word,

• colour coding

• voice recognition software,

• consider maths anxiety ( too many numbers, e.g. 1,298,456.09 + 2,347,987.34reduce to 129 + 234)




Under the DDA, training providers have the opportunity to claim that reasonableadjustments to accommodate needs of a person with a disability would imposeunjustifiable hardship.

Unjustifiable hardship

The DDA does not require training organisations to admit a student when theservices and supports needed by that student would cause unjustifiablehardship to the organisation. Whether or not the adjustments that a learnerwith a disability requires pose unjustifiable hardship for a Registered TrainingOrganisation will depend on the circumstances of the case. It will be decidedon a case by case basis keeping in mind the intent of the DDA.

No single factor alone is likely to constitute unjustifiable hardship. All relevantfactors must be weighed up to see if, in all the circumstances, there isunjustifiable hardship.

Disclosure

Some disabilities are not visible or obvious and may be referred to as hiddendisabilities. These may include mental illnesses and psychiatric disabilities.

It is the right of a person with a disability to decide who and when to tell abouttheir disability.

It may be appropriate to speak to the student privately if you believe that thereis a problem. Diagnosis and treatment should be left to the appropriatepersonnel but is good to investigate and understand the facts aboutpsychiatric disability and not to make prejudgments or assumptions.

All people pass through a selection process to gain entry to a course.Selection criteria should only relate to the core components of the course. TheDDA is not intended to provide students with a disability with an advantage forentering training. It is to eliminate disadvantage and discrimination. Generally,ability to be employed in the area of the course of study should not be arequirement of selection.

A website at www.uws.edu.au/rdlo/disclosure called Choosing Your PathDisclosure: It’s a Personal Decision will give more information on thisissue.

Role of t he RTO

It is important to remember the following points:

do not make assumptions,

treat every person on an individual basis,

do not assume that all people from an equity group require

identical support as many people are skilled at adapting theirenvironment to accommodate their needs (often the solutionsto their needs are simple and inexpensive),

consult individuals about their needs before requesting orimplementing adjustments, and

only ask for the information that you really need. For examplewhat adjustments the person requires or how the disabilitymight impact on their study.




Learner R ights

Any learner who feels that they have been discriminated against can lodge acomplaint with the Tasmanian (Anti Discrimination) Commissioner or the HumanRights and Equal Opportunity Commission (HREOC). Complaints can be taken tothe Federal court if settlement is not achieved. HREOC can provide advice aboutthe procedure for doing this.

Further information about the Tasmanian Anti-discrimination Act or the complaintsprocess is available by contacting the

Anti-Discrimination Commission TasmaniaGPO Box 197Hobart 7001TasmaniaPhone: (03) 6224 4905 or 1800 632

Any person in a Registered Training Organisation and any body or establishmentresponsible for the control of the training organisation could have a complaint

brought against them under the DDA (eg. front counter staff, individual lecturers,Program Managers, Managing Director, members of College Governing Councils).

Settlement may include:

an apology,

an agreement to enrol a learner with a disability,

an assurance that learners with disabilities will not be treatedin a certain unfavourable way in the future, or

compensation.

Should a complaint proceed to the Federal Court, the training provider would needto show why reasonable adjustments to accommodate the needs of the personwith a disability impose an unjustifiable hardship.

Further information about the Disability Discrimination Act or the complaintsprocess is available on the HREOC web site at www.hreoc.gov.au




What is an equi t able RTO

An equitable RTO will…

Create positive images by: promoting successful outcomes to staff to avoid stereotyping

and challenge limits,

challenging media images and misconceptions with casestudies of achievement,

ensuring organisational policies proactively eliminatediscrimination,

ensuring all courses are marketed to communityorganisations and advocacy groups within the area, and

making course information available in a variety of formatse.g. Internet (using accessible websites), print and audiocopies, and large print.

(For more information about making your website more accessible forpeople with a disability, check out the World Wide Web Consortium’s WebAccessibility Initiative website at http://www.w3.org/WAI/ )

Create a learning environment that recognises learners’ needs by methodssuch as:

evaluating suitability of learning materials and assessmentprocesses for all clients. For example, use of audio tapes tosupport written text; use of captioned videos; availability ofrecognising text for perusal of course materials,

ensuring support and counselling is available and easy tofind,

offering a wide range of course options, assisting learners to identify and arrange additional services

such as interpreters and trained note-takers,

consult with the relevant stakeholder organisation,

evaluating customer service procedures and training ofsupport staff to ensure their responsiveness, and

ensuring qualified tutorial support is available and factoredinto the course costing for all learners.

Nat ional P lans and Bluepr ints

To address the issue of people from equity groups being under represented invocational education and training, a number of national strategies have beendeveloped.

1. Bridging Pathways , is a national strategy and blueprint developed in 2000 tosupport people with disabilities in accessing VET. A Tasmanian state plan Equal Partners was developed in response.






Act i v i t i es

The following section provides a number of activities designed to assist organisations to

develop, and apply access and equity policies and procedures. Activity Sets 1 and 2 aredesigned to help a training organisation to decide on actions it might take under certain

circumstances while Activity Sets 3 and 4 are to suggest actions which could support AQTFrequirements.

Activity Set One - What advice would you provide?

The following case studies provide examples of situations which might be discriminatory. Consider eachcase carefully and see if you can decide the basis for the discrimination.

Case Study 1

An individual who is visually impaired, wanted to pay for training books by cheque.The company required her to produce a driver’s licence for identification. Beingineligible for a licence due to her visual impairment, the person could not comply.Although the person had offered several other forms of identification, the managerwould not accept them and the person was not allowed to buy the books.

The company indirectly discriminated against the person because of theirimpairment.

Case Study 2

A woman applied for a plumbing apprenticeship. She had the necessaryqualifications and experience. The company expressed their fears to her that shewould not be able to do the manual work. They gave the woman the job, but at arate of pay below the award rate until she ‘proved herself’.

Direct sex discrimination means treatment of a person of one sex lessfavourable than a person of another sex. The company directly discriminatedagainst the woman because of her sex.




Case Study 3

An Aboriginal couple wanted to rent a business advertised by a real estate firm.The agent told them that the owners refused to let it to them because they wereAboriginal people.

Both the owner and the real estate firm directly discriminated against thecouple because of their race. Race includes colour, descent, ethnic origin ornationality. This also applies if you are treated unfairly because of the race ofyour relatives, friends or work colleagues.

Activity Set Two - What would you do?

Case Study 4.

Kelly conducts training for a private Registered Training Organisation. She recentlybegan training five people in a Certificate IV qualification from the CommunityServices Training Package. One person in the group declared that they had avision impairment.

What Kelly did.

To support the needs of the person with a disability, Kelly engaged in the followingactivities:

Discussed the learning and assessment adjustmentsrequired with support services and organisations thatspecialised in vision impairments.

Contacted the Royal Guide Dogs Tasmania for information

about adapting resources so that the learning material couldbe available in a format which would allow the person whohad a vision impairment to use them with assistivetechnology.

Kelly will continue to monitor the learner’s progress and keep the door open fordiscussion on further needs.




Case Study 5

While developing a marketing plan for a new administration management course,an RTO recognised that there were a number of Aboriginal people living in thearea who were interested in enrolling in the course.

What the Registered Training Organisation did?

From a series of interviews with the local Aboriginal community, the RTO foundthat::

Aboriginal people require culturally appropriate learning materials and

sometimes additional resources such as literacy and numeracysupport,

Engaging alternative assessment methods might benecessary,

The learning environment needed to be inclusive andwelcoming to Aboriginal people, and

Programs need to be realistic, flexible and responsive tolearners’ emerging needs and clearly demonstrate what canbe gained from participation in the training.

Based on their research, the RTO determined it would:

Consult with the Aboriginal community to determine whatadditional materials or resources were required,

Advertise directly to community organisations targeting keyAboriginal groups and organisations, rather than use generalnewspaper advertising,

Where possible use Aboriginal people to deliver the training,Where this is not possible, ensure that Non-Aboriginal peopleinvolved in the delivery had completed appropriate AboriginalCross Cultural Awareness training,

Consult with participants to ensure the needs of the learners,were met,

Include flexible delivery methods, e.g. on-line/Internetdelivery, compact discs, audio tapes, captioned videos andprepared notes, to meet different personal situations (seeresources page),

Promote access to support networks and counselling solearners could have someone to talk to for encouragementand practical help.

The RTO included the information in their marketing strategy for the newcourse. Despite some extra initial costs, the high rate of completion meantthat the average cost per learner was lower than for previous courses. Thus itwas actually more efficient in producing outcomes, as well as more effectivefor the participants.




Activity Set 3

These questions grouped under the relevant AQTF Standard are to support RTO’s compliance with theAQTF standards.

AQTF Standard 2

The RTO ensures that compliance with Commonwealth, State/Territory legislation and regulatory requirements relevant to its operations is integrated into its policies and procedures and the compliance is maintained.

1. Are you aware of the equity goals of the Australian National Training Authority

(ANTA)?

2. Are you sure that your organisation meets its legislative obligations under the DDA?

3. Can your employees access copies of the Act for easy reference?

AQTF Standard 4

The organisation has effective administrative records management procedures in place.

1. Do you maintain records of the participation of learners from equity groups?

2. Does your organisation keep up-to-date information on the training and labour market

status of equity groups?

AQTF Standard 6

The organisation applies access and equity principles and provides timely and appropriate information, advice and support services which assist clients to identify and achieve their desired outcomes.

1. Does your organisation have policies covering access and equity?

2. How do your planning procedures incorporate access and equity considerations?

3. Are all the staff aware of access and equity principles?

4. Are all the staff aware of how to implement access and equity processes?

5. How does the organisation ensure that your access and equity policy is adhered to?




AQTF Standard 9

The organisation identifies, negotiates, plans and implements appropriate learning and assessment strategies to meet the needs of each of its clients.

1. Where would you locate resources, services and products which might support peoplefrom the following groups?

• Aboriginal people

• People with a disability

• People from culturally and linguistically diverse backgrounds

• People from rural and remote areas

• Mature aged people

• Women

• Unemployed people over 45

2. How could you consider the needs of different client groups when you are planning?

3. How do you involve representatives of different client groups in your planning

sessions?

4. How do you evaluate the impact of your products and services in terms of achieving

your equity goals?

AQTF Standard 9

The organisation identifies, negotiates, plans and implements appropriate learning and assessment strategies to meet the needs of each of its clients.

1. Are trainers and assessors aware of the requirements of clients from equity groups?

2. Does your consultation with stakeholders include equity group representatives?




Activity Set 4

This is an example of a checklist that an organisation might use, in developing an access and equity systemwithin the organisation.

Does your Registered Training

Organisation have

What evidence do

you have in placeto show this?

(Policy manual,staff manual, notesfrom meetings…)

AQTF standard that relates to this the

access and equity issue

Training and assessing staff who areaware of the requirements of clientsfrom equity groups

Standard 9

The RTO identifies, negotiates, plans andimplements appropriate learning andassessment strategies to meet the needs ofeach of its clients

Partnerships with other training

providers who have specialised skillsand experience in meeting the needsof learners from particular clientgroups

Standard 9


Training and assessing venues thatdo not suit a particular client group,and have made efforts to use othermore appropriate venues

Standard 9


Ways of identifying your learners’learning requirements

Standard 9


Strategies for dealing with identifiedneeds

Previous evaluations of the trainingexperience of equity groups whichhave been taken into account whendesigning new products

Consultation with clients regarding the

design of your products and services

Training and learning resources whichare written in plain English, free fromcultural, racial, and gender bias.

Standard 9


It also requires RTOs to use delivery modesand training and assessment materials which

meet the needs of a diverse range of clients




Does your Registered TrainingOrganisation have

What evidence doyou have in placeto show this?

(Policy manual,staff manual, notes

from meetings…)

AQTF standard that relates to this theaccess and equity issue

Alternative modes of assessment forclients with particular needs offered tothem?

Strategies to ensure that yourlearners are aware of the alternativeassessment methods that you offer

Standard 9


All your advertising and marketingmaterials written in plain English

Standard 12

The RTO’s marketing and advertising oftraining and assessment products and servicesis ethical

Strategies to avoid any stereotypicalimages of women or men, or peoplefrom various cultural groups

Standard 12


Strategies to promote your services inways that invite the participation of allpeople?

Standard 12





Resourc e List

Australian Disability Clearinghouse on Education and Training

(ADCET) www.adcet.edu.au

Aboriginal people - For policy information about training issues for andCross Cultural professional learning opportunities (Equity Standards

Branch, Aboriginal Education and VET Programs. Phone 03 62337187

Arthritis Tasmania plays a vital role in the lives of those affected by

arthritis by providing support, educational services, and management

information. http://www.arthritistasmania.com.au/index.html

Bridging Pathways http://www.anta.gov.au/dapBridging.asp

Choosing Your Path Disclosure: It’s a Personal Decision

www.uws.edu/rdlo/disclosure

Course in Inclusive Practices for the VET sector (See NTIS for

Tasmanian providers)

Disability Awareness Information Kit

http://home.vicnet.net.au/~dakit/disaware/disawarecontent.htm

Disability Awareness short courses

For more information phone : 03 62307600

Disability Organisations

1. Brain Injury Tasmania is a responsive and effective peakbody that provides support to specialist and genericservices, and assists individuals with acquired braininjury and their families. http://www.biat.org.au

2. Royal Guide Dogs Tasmania provides a range of highquality services to people who are blind or vision

impaired. http://www.guidedogstas.com.au/old/text.htm 3. Tasmanian Deaf Society provides information and

support services to Deaf and hearing impaired.http://www.tasdeaf.org.au

Equity Standards Branch has an Access and Equity Portal providing

links to employment and training related websites of interest to

employers and training organisations (mainly in the disability area).

http://www.education.tas.gov.au/equitystandards/partners/

Graduate Certificate in Education (Inclusive Practice), Department of

Education Phone 0362337945

Graduate Certificate in Education (Managing Student Behavior)

Department of Education Phone 0362337945

Partners in a Learning Culture

http://www.anta.gov.au/dapLearning.asp

Supported Wage System This site includes information for on-the-job

support, workplace modifications, and an allowance to offset employer

costs in establishing a new supported wage placement

http://www.workable.org.au/archive/sws.htm



Access and Equity Guide RTO Version 1 8 November 2003 23

Migrant Resource Centre

Northern Tasmania - http://www.mrcltn.org.au/

Southern Tasmania - 49 Molle Street, Hobart TAS 7000

Phone: (03) 6234 9411

Multicultural Tasmania http://www.dpac.tas.gov.au/divisions/multitas/rsms/

Tasmanian Aboriginal Education Association Inc (TAEA)

Ph: 03 6243 1768

Tasmanian Community Info-Line is a database listing of community

organisations. http://www.infoline.tas.gov.au

Workplace assessment identifies the communication and cognitive

skills needed in a workplace and matches these to a person’s abilities.

www.crsrehab.gov.au/132.htm

Acknowledgements

Stephens M, Power D, and Hyde M, AccessAbility kit. Project AccessAbility:Division of Education, Griffith University, Queensland, 1991.

Macquarie University, University of New South Wales, University of Sydney andUniversity of Technology, Sydney.

Reasonable accommodations: strategies for teaching university learners withdisabilities. Sydney, 1991.

“Fair go in training for people with a disability” - Meeting the Australian QualityFramework Training Obligations- developed by Queensland GovernmentDepartment of Employment and Training, version 2 September 2002.

“Building Diversity- Implications of the Disability Discrimination Act for VocationalEducation and Training”,

Western Australian Department of Training.

Fur t her Deta i ls

Manager, VET Equity Policy

Equity Standards Branch,GPO Box 169Hobart, 7001Ph 03 62337133

The Access and Equity Guide for Rtos

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