| Overall Rating | Silver |
|---|---|
| Overall Score | 53.71 |
| Liaison | Andrea Bradley |
| Submission Date | Nov. 28, 2023 |
TAFE Queensland Robina Campus
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
8.00 / 8.00 |
Rosemary
Potter Project Manager Executive Services - GM |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
Yes
Which of the following best describes the sustainability learning outcomes?:
Sustainability-focused
A list of the institution level sustainability learning outcomes:
Robina Campus has listed 2 main learning outcomes which focus on operations, activities, and delivery towards the selected SDGs. The work done by the campus (staff, students and communities) contribute to these learning outcomes with the attachment showing how we are mapping this body of work.
1. Learning Outcome One: Embed sustainability into every aspect of our training and business.
2. Learning Outcome Two: Improved understanding and knowledge of sustainability which is applied to daily practices resulting in a cultural shift.
In addition, Robina Campus has 7 sustainability-focused courses which students can complete. These courses can be completed individually to gain a national Statement of Attainment or can be part of an awarded full qualification. There are 14 full qualification programs which offer these courses ranging across the industry sectors of hospitality, business, leadership and management, early childhood and education, adult preparation, and sport and fitness. The courses which are sustainability-focused are:
BSBSUS211 Participate in sustainable work practices
BSBSUS411 Implement and monitor environmentally sustainable work practices
ATPENV001 Investigate human impact on ecosystems and the environment
ATPENV002 Analyse impact of human needs and wants on the environment
BSBSUS511 Develop workplace policies and procedures for sustainability
CHCECE037 Support children to connect with the natural environment
CHCECE049 Embed environmental responsibility in service operations
1. Learning Outcome One: Embed sustainability into every aspect of our training and business.
2. Learning Outcome Two: Improved understanding and knowledge of sustainability which is applied to daily practices resulting in a cultural shift.
In addition, Robina Campus has 7 sustainability-focused courses which students can complete. These courses can be completed individually to gain a national Statement of Attainment or can be part of an awarded full qualification. There are 14 full qualification programs which offer these courses ranging across the industry sectors of hospitality, business, leadership and management, early childhood and education, adult preparation, and sport and fitness. The courses which are sustainability-focused are:
BSBSUS211 Participate in sustainable work practices
BSBSUS411 Implement and monitor environmentally sustainable work practices
ATPENV001 Investigate human impact on ecosystems and the environment
ATPENV002 Analyse impact of human needs and wants on the environment
BSBSUS511 Develop workplace policies and procedures for sustainability
CHCECE037 Support children to connect with the natural environment
CHCECE049 Embed environmental responsibility in service operations
Part 2. Program-level sustainability learning outcomes
467
Number of graduates from degree programs that require an understanding of the concept of sustainability:
185
A brief description of how the figure above was determined:
The number of students counted as graduates were the students who attained an Australian Statement of Attainment (SOA) completing one or more of the listed sustainability-focused courses during the 2022/2023 financial year.
Graduates completing one or more of the sustainability-focused courses require an understanding of sustainability to:
* measure, support and find opportunities to improve the sustainability of work practices.
* effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness.
* develop and implement workplace sustainability policies and to modify the policy to suit changed circumstances.
* investigate natural ecosystems.
* select a research topic related to human impact on natural systems.
* examine the impact of human needs and wants on the environment.
* participate in an environmental project.
* research a global environmental issue.
* support and encourage children’s connection with the natural environment. This course applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia. The skills in this course must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
* develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility. This course applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.
The student journey is tracked from the moment of inquiry. If the student decides to enrol they must complete the entry requirements including 100 points of identification, submission of evidence for minimum entry requirements, and if required completion of entry testing. The student's eligibility for funding is determined with student payment plans established.
After enrolment is confirmed, the student is entered into the Student Management System (SMS). The SMS is used to monitor all student activity including drops/swaps, extensions, accounts, progressions, refunds, and if applicable, ELICOS (English language courses) tracking. If the student is an apprentice or trainee, then under Australian Skills Quality Authority (ASQA) and Queensland Government requirements, additional monitoring is done to manage the training contract.
As a registered training organisation (RTO), TAFE Queensland (including Robina Campus) must comply with the Australian Government reporting requirements and submit the AVETMISS report. The SMS is used by TAFE Queensland to create the AVETMISS data file called the NAT00120 file and includes enrolment information relating to student enrolments including delivery modes. TAFE Queensland is obligated under our 'licence to operate' to provide this data file for both VET and Higher Education at least once per month. This file is utilised by various government agencies for data analysis (e.g. NCVER Reports) and financial revenue and payments.
Graduates completing one or more of the sustainability-focused courses require an understanding of sustainability to:
* measure, support and find opportunities to improve the sustainability of work practices.
* effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness.
* develop and implement workplace sustainability policies and to modify the policy to suit changed circumstances.
* investigate natural ecosystems.
* select a research topic related to human impact on natural systems.
* examine the impact of human needs and wants on the environment.
* participate in an environmental project.
* research a global environmental issue.
* support and encourage children’s connection with the natural environment. This course applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia. The skills in this course must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
* develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility. This course applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.
The student journey is tracked from the moment of inquiry. If the student decides to enrol they must complete the entry requirements including 100 points of identification, submission of evidence for minimum entry requirements, and if required completion of entry testing. The student's eligibility for funding is determined with student payment plans established.
After enrolment is confirmed, the student is entered into the Student Management System (SMS). The SMS is used to monitor all student activity including drops/swaps, extensions, accounts, progressions, refunds, and if applicable, ELICOS (English language courses) tracking. If the student is an apprentice or trainee, then under Australian Skills Quality Authority (ASQA) and Queensland Government requirements, additional monitoring is done to manage the training contract.
As a registered training organisation (RTO), TAFE Queensland (including Robina Campus) must comply with the Australian Government reporting requirements and submit the AVETMISS report. The SMS is used by TAFE Queensland to create the AVETMISS data file called the NAT00120 file and includes enrolment information relating to student enrolments including delivery modes. TAFE Queensland is obligated under our 'licence to operate' to provide this data file for both VET and Higher Education at least once per month. This file is utilised by various government agencies for data analysis (e.g. NCVER Reports) and financial revenue and payments.
A list of degree programs that require an understanding of the concept of sustainability:
Robina Campus offers a range of nationally accredited courses. Every course offered at the Campus is either sustainability-focused or inclusive. Learning Outcome One: 'Embed sustainability into every aspect of our training and business has been achieved with:
*Educators embedding sustainability into all courses through learning activities to improve the student's knowledge and understanding of sustainability including how it relates to the industry area they are studying
*Educators have mapped these activities to selected SDGs
*Weekly lunchbox sessions for staff and students are scheduled to increase awareness and understanding about sustainability
*Bulletin boards and TV screens on all levels of the Robina Campus building display key messages about sustainability
*Features of the purpose-built sustainable building featured in tours, learning activities, and signage
*Live training commercial service venues using sustainable practices and products.
As a result of the listed approaches above, Learning Outcome Two: 'Improved understanding and knowledge of sustainability which is applied to daily practices resulting in a cultural shift' is achieved and will be measured using the pre and post testing Sustainability Literacy and Sustainability Cultural surveys.
Every accredited course is listed on www.training.gov.au. Course details include:
*Code and a title – the title almost always starts with a verb
*Currency status of the course
*The qualifications that include the course
*Application - describes how the course is applied in the workplace, and what roles it applies to
*Elements - describe the outcomes required including the performance criteria used to make the assessment
*Foundation skills - describes the literacy, numeracy, and employment skills essential to performance
*Pre-requisites of the course describe what someone has to do before completing the course
*Assessment requirements list the performance and knowledge evidence needed
*Assessment conditions outline how the assessment should be done
*Links - Companion Volume Implementation Guides are available for every course.
Educators and educational managers focused on fostering an agreed understanding and commitment to sustainability. All educators completed a preliminary online module, ‘Embedding Sustainability into Education’, which provided an understanding of the SDGs and TAFE Queensland’s commitment. Team workshops were run to explore course alignment to the SDGs and identify examples of best practice in industry and in VET that could be leveraged. Each individual course has been reviewed to align with the SDGs and understand how commitment can be demonstrated in training delivery including class times, operations, and maximising digital solutions in teaching and assessment.
*Educators embedding sustainability into all courses through learning activities to improve the student's knowledge and understanding of sustainability including how it relates to the industry area they are studying
*Educators have mapped these activities to selected SDGs
*Weekly lunchbox sessions for staff and students are scheduled to increase awareness and understanding about sustainability
*Bulletin boards and TV screens on all levels of the Robina Campus building display key messages about sustainability
*Features of the purpose-built sustainable building featured in tours, learning activities, and signage
*Live training commercial service venues using sustainable practices and products.
As a result of the listed approaches above, Learning Outcome Two: 'Improved understanding and knowledge of sustainability which is applied to daily practices resulting in a cultural shift' is achieved and will be measured using the pre and post testing Sustainability Literacy and Sustainability Cultural surveys.
Every accredited course is listed on www.training.gov.au. Course details include:
*Code and a title – the title almost always starts with a verb
*Currency status of the course
*The qualifications that include the course
*Application - describes how the course is applied in the workplace, and what roles it applies to
*Elements - describe the outcomes required including the performance criteria used to make the assessment
*Foundation skills - describes the literacy, numeracy, and employment skills essential to performance
*Pre-requisites of the course describe what someone has to do before completing the course
*Assessment requirements list the performance and knowledge evidence needed
*Assessment conditions outline how the assessment should be done
*Links - Companion Volume Implementation Guides are available for every course.
Educators and educational managers focused on fostering an agreed understanding and commitment to sustainability. All educators completed a preliminary online module, ‘Embedding Sustainability into Education’, which provided an understanding of the SDGs and TAFE Queensland’s commitment. Team workshops were run to explore course alignment to the SDGs and identify examples of best practice in industry and in VET that could be leveraged. Each individual course has been reviewed to align with the SDGs and understand how commitment can be demonstrated in training delivery including class times, operations, and maximising digital solutions in teaching and assessment.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
One
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
39.61
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
NOTE re attachment: The Bi completion rate report for Robina Campus is shown as completion of courses. The 467 graduates completed the courses listed.
The parameter of time to complete each qualification is available under the Australian Qualifications Framework (AQF) https://www.aqf.edu.au/framework/aqf-qualifications.
Australian qualifications are accredited by the Tertiary Education Quality Standards Agency (TEQSA) in higher education (Diploma to Doctorates) and by the Australian Skills Quality Authority (ASQA) in vocational education and training (Certificate to Advanced Diploma). Information on accredited qualifications in the vocational education and training sector can be found on the National Register on VET in Australia which is located on the training.gov.au website.
The Standards for VET Accredited Courses 2021 (the Standards) play an important role in ensuring VET-accredited courses provide high-quality, nationally consistent outcomes for students, employers, and the community. The Standards are endorsed by the Skills National Cabinet Reform, comprising Australian state and territory ministers with portfolio responsibility for skills issues in their jurisdiction.
At TAFE Queensland, we believe that vocational education and training have a key role to play in the achievement of the United Nations (UN) Sustainability Development Goals (SDGs) and to make sure we leave a better planet for future generations. TAFE Queensland is a signatory on the UN SDG Accord.
Our overall goal at Robina Campus is to lead the way as a sustainable vocational institution in Australia. The Robina Campus ensures that sustainability is embedded into every aspect of campus operation, including campus design, course curriculum, and student life. Robina Campus has selected 6 x SDGs - 3, 4, 5, 8, 12, and 13 as the main areas of focus. Educators have completed a 9-month Professional Learning Program (PLP) and continue development through an ongoing Peer to Peer Educator program. Educators have mapped and embedded sustainability into every course being delivered to our students. All mapping is against selected SDGs.
The parameter of time to complete each qualification is available under the Australian Qualifications Framework (AQF) https://www.aqf.edu.au/framework/aqf-qualifications.
Australian qualifications are accredited by the Tertiary Education Quality Standards Agency (TEQSA) in higher education (Diploma to Doctorates) and by the Australian Skills Quality Authority (ASQA) in vocational education and training (Certificate to Advanced Diploma). Information on accredited qualifications in the vocational education and training sector can be found on the National Register on VET in Australia which is located on the training.gov.au website.
The Standards for VET Accredited Courses 2021 (the Standards) play an important role in ensuring VET-accredited courses provide high-quality, nationally consistent outcomes for students, employers, and the community. The Standards are endorsed by the Skills National Cabinet Reform, comprising Australian state and territory ministers with portfolio responsibility for skills issues in their jurisdiction.
At TAFE Queensland, we believe that vocational education and training have a key role to play in the achievement of the United Nations (UN) Sustainability Development Goals (SDGs) and to make sure we leave a better planet for future generations. TAFE Queensland is a signatory on the UN SDG Accord.
Our overall goal at Robina Campus is to lead the way as a sustainable vocational institution in Australia. The Robina Campus ensures that sustainability is embedded into every aspect of campus operation, including campus design, course curriculum, and student life. Robina Campus has selected 6 x SDGs - 3, 4, 5, 8, 12, and 13 as the main areas of focus. Educators have completed a 9-month Professional Learning Program (PLP) and continue development through an ongoing Peer to Peer Educator program. Educators have mapped and embedded sustainability into every course being delivered to our students. All mapping is against selected SDGs.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.