Access, Equity and Diversity

Building Futures Education is committed to providing all learners with equal opportunity to pursue their training and development. This policy and procedure is to be used by Building Futures Education   to integrate access and equity principles into all training and assessment activities it conducts or is conducted on its behalf. This policy covers all Building Futures Education   policies and procedures and all training function activities.

Definitions:

Access and Equity principles include:

  • Equity for all people through the fair and appropriate allocation of resources
  • Equality of opportunity for all people without discrimination
  • Access for all people to appropriate quality training and assessment  
  • Increased opportunity for people to participate in training

Disadvantaged groups include the following groups who traditionally have been under-represented in Vocational Education and Training (VET):

  • People with a disability
  • Aboriginals and Torres Strait Islanders
  • Women
  • People from non-English speaking backgrounds
  • People in rural and remote areas
  • Long term unemployed

Discrimination can be direct, indirect or systemic.

Direct discrimination

Direct discrimination is any action which specifically excludes a person or group of people from a benefit or opportunity, or significantly reduces their chances of obtaining it, because their status or personal characteristics, irrelevant to the situation (e.g., sex, ethnic origin) are applied as a barrier. Direct discrimination has as a focus assumed differences between people.

Indirect discrimination

Indirect discrimination is the outcome of rules, practices and decisions which treat people equally and therefore appear to be neutral; but which, in fact, perpetuate an initially unequal situation and therefore significantly reduce a person’s chances of obtaining or retaining a benefit or opportunity. Rules, practices and decisions are applied to all groups alike but it is the very assumption of a likeness that constitutes the discrimination.
Systemic discrimination

A system of discrimination perpetuated by rules, practices and decisions which are realised in actions that are discriminatory and disadvantage a group of people because of their status or characteristics and serve to advantage others of different status or characteristics. Direct and indirect discrimination contribute to systemic discrimination.

Equity focuses on outcomes.   Equity is not concerned with treating people in the same way; it is concerned with ensuring that all groups of people participate and benefit to the same level.

Legislation includes

  • Commonwealth Racial Discrimination Act 1975
  • Commonwealth Sex Discrimination Act 1984
  • Commonwealth Disability Discrimination Act 1992
  • Commonwealth Racial Hatred Act 1995
  • Disability   Act 2006

Sexual harassment is defined by the Commonwealth Sexual Discrimination Act 1984 as when a person:

  • makes an unwelcome sexual advance or an unwelcome request for sexual favours;
  • Engages in unwelcome conduct of a sexual nature, and a reasonable person would have anticipated that the person harassed would be offended, humiliated or intimidated.

Procedure

Aim – The aim of the policy is to remove barriers and to open up developmental opportunities for all learners by creating a workplace and training environment that are free from discrimination, harassment, bigotry, prejudice, racism and offensive behaviour.

All learners will receive fair and equitable treatment in all aspects of training and employment without regard to political affiliation, race, colour, religion, national origin, sex, marital status or physical disability.

A person with a disability may be excluded under this policy if the disability could cause occupational health and safety risks to the person and/or other learners.

All trainers / assessors are responsible to observe and be advocates for the policy.

This policy will be widely disseminated in the organisation.

Building Futures Education policies and procedures will be monitored and reviewed to ensure that they recognise and incorporate the rights of individuals

Building Futures Educations CEO will be the person responsible for the implementation and maintenance of the policy.

COMPLAINTS & APPEALS

1.         AIM

  1. To ensure any complaint or appeal is dealt with in a fair and timely manner.  In the process Building Futures Education will:-
  2. ensure the principles of natural justice and procedural fairness are adopted at every stage of the complaint and appeal process;
  3. are publicly available;
  4. set out the procedure for making a complaint or requesting an appeal; 
  5. ensure complaints and requests for an appeal are acknowledged in writing and finalised as soon as practicable; and
  6. provide for review by an appropriate party independent of the RTO and the complainant or appellant, at the request of the individual making the complaint or appeal, if the processes fail to resolve the complaint or appeal

2.          APPEAL PROCEDURE

2.1       A participant enrolled in a course, who is seeking to appeal against an academic decision or other procedural matter, will be given the opportunity to present their case.  The appellant should undertake the following steps:

  1. In the first instance an informal approach is to be made to the course facilitator with any new evidence or clarification of existing evidence.
  2. Assessment will be reviewed having due regard to submissions made by the participant. 
  3. Where the participant is still dissatisfied with the decision a request is to be made to Building Futures Education, in writing, for a facilitator who has not been involved in the original decision, to review the decision.   The appeals form is to be lodged through the BFE website (www.bfe.edu.au)
  4. If the participant is dissatisfied with the decision of the independent facilitator, a written notice of appeal may be lodged to Building Futures Education requesting an independent review by an external appeal consultant. 
  • Appeals will be accepted up to fourteen (14) days from the date an assessment result was received.
  •    All appeals received will be written into the Improvement Log and recorded for a management review follow up at the next meeting.
  • A written response, advising of the outcome of the appeal, will be provided to the participant, within 21 days of finalising the process.
  • Where the RTO considers more than 60 calendar days are required to process and finalise the complaint or appeal, the RTO:
    • informs the complainant or appellant in writing, including reasons why more than 60 calendar days are required; and
    • regularly updates the complainant or appellant on the progress of the matter

3.         COMPLAINT PROCEDURE

3.1       A participant enrolled in a course who has a complaint, on any matter, other than academic decisions, will be given the opportunity to present their case.  The participant should undertake the following steps:

  1. In the first instance, an informal approach is to be made to the person with whom the participant has the complaint, in order to see if the matter can be resolved in a mutually satisfactory way.
  1. If the learner would prefer that the matter is to be addressed at a higher level, the learner is encouraged to fill in a complaint form. The complaint form is to be lodged through the BFE website (www.bfe.edu.au) which will be sent through to RTO Manager, who will act upon the complaint appropriately.
  1. If the matter is not resolved to the satisfaction of both parties, a request must be made to Building Futures Education in writing, for a facilitator who has not been involved in the complaint, to review the complaint and have the matter resolved.
  1. If the participant is still dissatisfied, a written notice of appeal may be lodged with Building Futures Education requesting an independent review by an external grievance consultant, or appropriate body.
  • A complaint, if not resolved informally, must be lodged in writing no later than (14) days from the date of the incident considered to have caused the complaint.
  1. Any complaint received by the Building Futures Education office, will be written into the Improvement Log.
  1. Where possible the complaint will be dealt with immediately.  In all other cases the complaint will be referred to Building Futures Education CEO.
  • All complaints will be dealt with within 21 days of receipt of the written details.  A written response, advising of the outcome of the complaint, will be provided.
  • Any substantiated complaint will be acted upon. All complaints will be recorded on an Improvement Log for the annual Review follow up at the next meeting. Improvement Logs will be dealt with as detailed in the improvement procedure.
  • The situation/circumstances leading to the complaint will be investigated to reduce/eliminate the possibility of the problem reoccurring. Where this results in revision to information and/or processes/services provided to clients, an improvement request will be completed.
  • Should a learner wish to speak with someone about a complaint, in the event that the believe the steps above have bot been taken appropriately,  they can contact ASQA’s complaint line.
  • The complaint form will be filed and kept at the Building Futures Education office.

4.         EXTERNAL CONSULTANT APPEALS

4.1       Mutual agreement is to be reached between Building Futures Education and the relevant participant regarding the external consultant to be engaged for use in the external appeal process.   Consultants engaged to conduct the appeal process are to hold recognised qualifications that meet the human resource requirements for the relevant course.

4.2       Where participants wish to use an external consultant who is not approved by Building Futures Education they are responsible for the payment of all costs associated with the use of the external consultant in the appeal process.

5.         APPEAL DECISIONS

5.1       All assessment action will be suspended pending determination of the appeal process.  All decisions will be immediately communicated to participants and, subject to the provisions of the Judicial Review Act 1991, the decision of an external consultant conducting an appeal will be final.

Learner support

Building Futures Education is committed to ensuring you receive training, assessment and support   that meet your individual needs. To achieve this, we need to know what your needs are.

If you at any point through-out your course require any assistance or support please discuss these needs with the RTO Manager. The Building Futures Education staff and we will do our best to help. If you have any special needs, including language and literacy (LL&N), learning, mobility, visual impairment or hearing please notify staff as soon as possible, preferably at the start of your course, to allow us to cater for any of your needs. If you do not tell us about any condition that may affect your learning, we may not be able to assist you if the need arises.

You will note prior to beginning your course, you were invited to participate in a LL&N assessment. This assessment helps our team gauge any assistance you may require during your time at Building Futures Education. The Enrolments Officer will review the results, and pass any concerns on to the LL&N specialist, who will provide assistance.

Note that any information you tell us in relation to your needs will remain confidential and only used to support you.

We value that it can be difficult time find the time to spend studying; to assist our head office is open Monday to Fridays from 8am until 4pm with a trainer on site to assist your needs. You may organise time to spend with your trainers to receive support and one on one time.

Please contact the RTO Manager for more information admin@bfe.edu.au

Learner Guidance and Support:

Learners requiring counselling or support should discuss the matter with their trainer.  The trainer will assist where possible, and in the event that further action is required, refer the learner to the RTO Manager, or alternatively, the learner may wish to contact the relevant organisation themselves.

Review of Support Services

Monitoring and reviewing the support services provided to, and accessed by learners, forms part of Building Futures Education commitment to continuous improvement. Where support services are used, Building Futures Education will collect and analyse stakeholders’ feedback about the Building Futures Education Services’ overall performance and the effectiveness of the support service.  Feedback is collected informally via discussions with the learner and where issues are identified and Improvement Request Form can be completed.

Feedback on support services provided to, and accessed by learners, forms part of the Learner Questionnaire Form. These forms are collated and analysed to identify opportunities for improvement in the provision of all training and assessment services delivered by Building Futures Education.

PRIVACY POLICY AND PROCEDURE

AIM: Building Futures Education provides training and assessment for vocational education, specializing in Early Childhood Education and Care and Montessori Education. Building Futures Education is dedicated to upholding privacy practices. Building Futures Education follows the Commonwealth Privacy Act 1988 and / Privacy Amendment (Private Sector) Act 2000. These tools guide and govern our practices in relation to managing personal information.

Collection of personal information

  1. Building Futures Education collects and retains the personal information of their learners. Building Futures Education will only collect the information of people with the individual’s consent. The content collected will be as required to administer nationally recognized training, student identification, and legal requirements as per ASQA and the State Training Authority requirements.
  1. The information collected by Building Futures Education include; Students name, date of birth, gender, address, phone contact details, email, place of birth, nationality, Aboriginal and/or Torres Strait Islander status, employment details, copies of photography identification, information regarding potential disabilities, previous study details, academic transcript/s or certificates, LLN information, and any other information pertaining to providing training and assessment to the learner.
  1. Information is collected by the use of our forms, via our website www.bfe.edu.au, and any emails or other correspondence from the learner.
  1. Learners are required to produce all information required to ensure we are able to meet ASQA and the State Training Authority requirements. Learners who do not wish for their information to be collected must contact the College Manager.
  1. Information collected will be kept secure, particularly those of sensitive nature such as disclosed illnesses and disabilities, and LLN results.
  1. Personal information will be needed to up to date, therefore learners are required to ensure their information is regularly updated. Learners are able to access their information to update via the Student Management System.

Use of information

  1. Building Futures Education applies strict privacy practices with all learner personal information. Building Futures Education will collect, hold and use information in regard to:
  • Training and Assessment services
  • Information to access eligibility for traineeships and apprenticeships
  • Relevant State and Federal reporting requirements regarding the learners progress
  • Contact between the RTO, it’s employees and the learners.
  1. Personal information will only be used and disclosed for the following:
  • Contacting the learner in regard to matters of the RTO
  • Providing and administering training and assessment to the learner
  • Providing information to ASQA, the Australian Government, and the relevant State Training Authority.
  • Providing information to AVETMISS and NCVER, and our Student Management System.
  • While complying with Federal and State legislation as required in our scope of operation.
  • In emergency and health related events.

Obligations and responsibilities

  • All staff will be trained to ensure they are fully aware of, and understand their obligations and responsibilities in relation to maintaining strict confidentiality under the Privacy Act (1988)
  • Team members will treat confidential information with care and sensitivity and only disclose the information to those who are authorised and have a need for the information. If information is required to be shared by law, team members will comply with this requirement.
  • When a team member ceases employment, all confidential information must be returned. It is expected that post-employment, confidential matters will remain confidential and will not be disclosed to another party.
  • If a team members member is found to have breached any confidentiality while employed with the RTO, they may be disciplined, and in some cases dismissed. 
  • If a person is found to be in breach outside of employment with the RTO, legal action may be taken depending on the severity of the breach.

Storage of personal information

Building Futures Education take all reasonable security safeguards to ensure that your personal information is protected from unauthorised access, use, modification or disclosure. We cannot take responsibility for the security of information transmitted over the internet as the internet is not always secure.