Common use of LEARNER SUPPORT ACTIVITIES Clause in Contracts

LEARNER SUPPORT ACTIVITIES. 9.1 Learner Support is prescribed by the Minister in the Learner Support Operational Guidelines published on the Department’s website. Learner Support activities are described in the table below: Assessment of Support Needs Intake interview for Case Management support including assessment of support needs and initial support planning. Completion and submission to the Department of the LS Evidence Form and LS Consent Form. Learning Support In-class Support supporting one or more students in a class/learning setting to guide and answer questions, assist with comprehension and support classroom interaction. Study Skills Support providing assistance one-on-one or in a group setting to review and address comprehension of class presented materials and provide guidance on assignment preparation. External Referral and Advocacy Liaison with external agencies, advocating for student to access support services, setting up appointments, consulting with agencies, support planning with agencies providing ongoing support to students, government and non-government service agencies including Employment Service Providers and Australian Apprenticeship Support Network (AASN) providers. Internal Referral and Liaison Referral to and liaison with RTO staff, including administrative staff for access to administrative services and trainers for making reasonable adjustments (disability); addressing classroom and campus environment issues; and managing issues with staff/student interactions. Personal Support Counselling/listening to personal, social, emotional, family and cultural issues and providing practical assistance to deal with such issues, following up students, making meeting times/rescheduling. Transition Support Guidance: Assisting the student to acclimatise to an adult learning environment, assistance to navigate the system and understand expectations. Referral to external agencies for guidance (e.g. JSA/DES or DIS Career Services). Follow up with students as needed. Vocational Placements: Providing support while on vocational placements. Planning: Discussing next options and the student to navigate relevant systems. Where applicable liaising with and referring students to JSA/DES provider and/or other external service agencies for support on exiting training. Advocacy: Advocating with ESP or Centrelink over issues associated with transitioning into or out of training. 9.2 The Learner Support Post Course Transition activities are described in the table below: Further Study Support Planning As for Learner Support activities but complete and submit to the Department the LS Post Course Support Plan and LS Post Course Consent form. Transition Support Work with RTO/trainer and/or student to establish course expectations, identify any gaps in assumed knowledge or skill for the course, establish effective study habits, review initial progress. Employment Support Planning Initial interview to explore anticipated employment related issues or personal issues that may impact on a successful transition; identify areas for development in skills for work or personal career management; completion and submission to the Department of the LS Post Course Support Plan and LS Post Course Consent Form. Employer Interactions Meeting with employer or participant (separately or together) to discuss expectations, how participant is faring and any issues that need addressing; developing agreement on strategies to address issues; reviewing strategies and issues; establish effective communication processes. 9.3 It is permissible for the Recipient to use a portion of the Funding on ad-hoc support that are outside of the specified Learner Support, provided that, the total amount claimed for ad-hoc support during the Term is not more than 7.5% (or value otherwise prescribed by the Minister) of the Funds payable under the Annexure; and where the ad-hoc support necessary: (a) to meet extraordinary expenses to enable a Participant to participate in study, work experience or support activities; and (b) the Recipient or referring RTO is unable to provide the support either because reasonable general student support of the Recipient or referring RTO has been exhausted or there is a need for specialist support. 9.4 The following Participants are not eligible for Learner Support: (a) Participants enrolled in accredited units of competency delivered through Adult Community Education (ACE) or a Project; and (b) Participants enrolled in fee-for-service courses not on the Subsidised Training List.

LEARNER SUPPORT ACTIVITIES. 9.1 Learner Support is prescribed by the Minister in the Learner Support Operational Guidelines published on the Department’s website. Learner Support activities are described in the table below: Assessment of Support Needs Intake interview for Case Management support including assessment of support needs and initial support planning. Completion and submission to the Department of the LS Evidence Form and LS Consent Form. Learning Support In-class Support supporting one or more students in a class/learning setting to guide and answer questions, assist with comprehension and support classroom interaction. Study Skills Support providing assistance one-on-one or in a group setting to review and address comprehension of class presented materials and provide guidance on assignment preparation. External Referral and Advocacy Liaison with external agencies, advocating for student to access support services, setting up appointments, consulting with agencies, support planning with agencies providing ongoing support to students, government and non-government service agencies including Employment Service Providers and Australian Apprenticeship Support Network (AASN) providers. Internal Referral and Liaison Referral to and liaison with RTO staff, including administrative staff for access to administrative services and trainers for making reasonable adjustments (disability); addressing classroom and campus environment issues; and managing issues with staff/student interactions. Personal Support Counselling/listening to personal, social, emotional, family and cultural issues and providing practical assistance to deal with such issues, following up students, making meeting times/rescheduling. Transition Support Guidance: Assisting the student to acclimatise to an adult learning environment, assistance to navigate the system and understand expectations. Referral to external agencies for guidance (e.g. JSA/DES or DIS Career ServicesDES). Follow up with students as needed. Vocational Placements: Providing support while on vocational placements. Planning: Discussing next options and the student to navigate relevant systems. Where applicable liaising with and referring students to JSA/DES provider and/or other external service agencies for support on exiting training. Advocacy: Advocating with ESP or Centrelink over issues associated with transitioning into or out of training. 9.2 The Learner Support Post Course Transition activities are described in the table below: Further Study Support Planning As for Learner Support activities but complete and submit to the Department the LS Post Course Support Plan and LS Post Course Consent form. Transition Support Work with RTO/trainer and/or student to establish course expectations, identify any gaps in assumed knowledge or skill for the course, establish effective study habits, review initial progress. Employment Support Planning Initial interview to explore anticipated employment related issues or personal issues that may impact on a successful transition; identify areas for development in skills for work or personal career management; completion and submission to the Department of the LS Post Course Support Plan and LS Post Course Consent Form. Employer Interactions Meeting with employer or participant (separately or together) to discuss expectations, how participant is faring and any issues that need addressing; developing agreement on strategies to address issues; reviewing strategies and issues; establish effective communication processes. 9.3 It is permissible for the Recipient to use a portion of the Funding on ad-hoc support that are outside of the specified Learner Support, provided that, the total amount claimed for ad-hoc support during the Term is not more than 7.5% (or value otherwise prescribed by the Minister) of the Funds payable under the Annexure; and where the ad-hoc support necessary: (a) to meet extraordinary expenses to enable a Participant to participate in study, work experience or support activities; and (b) the Recipient or referring RTO is unable to provide the support either because reasonable general student support of the Recipient or referring RTO has been exhausted or there is a need for specialist support. 9.4 The following Participants are not eligible for Learner Support: (a) Participants enrolled in accredited units of competency delivered through Adult Community Education (ACE) or a Project; and (b) Participants enrolled in fee-for-service courses not on the Subsidised Training List.