Assessment (Standards 1.3, 1.4)

At My CPE, we recognise that assessment is a core service offered to our learners (candidates) and is at the centre of our operation as a Registered Training Organisation. Quality assessment ensures that the skills and knowledge of candidates are assessed using four principal determinants:

• That assessment decisions are based on the assessment of skills and knowledge compared with units of competency drawn from nationally endorsed Training Packages or accredited courses.
• That the target industry or enterprise requirements are contextualised and integrated within the assessment.
• That evidence is gathered that meets the rules of evidence.
• That assessment is conducted in accordance with the principles of assessment.

Assessment system (Standard 1.3)

The assessment system we use must be fit-for-purpose and consistent with the training product. Assessment tools must be reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence. The outcomes of these reviews inform any necessary changes to assessment tools which are recorded in the continuous improvement register.

Assessment tools are the media (electronic or hard copy) used to gather evidence about a candidate’s competence. We have developed assessment tools which support the assessment of applicable units of competency in accordance with the requirements of industry Training Packages.

It is important for My CPE staff members to acknowledge that these are generic tools which provide us with a starting point for the development of other supporting tools which will reflect the needs of our clients or target industry group. My CPE staff members must be satisfied that tools developed for assessment fit with the requirements of the target industry and enterprise requirements. Some units of competency are associated with licensing requirements and whilst this is not always stipulated in the unit of competency, we will need to be informed of the additional requirements this imposes during assessment.

The following are examples of assessment tools which may be incorporated into an assessment strategy to meet the Training Package and industry requirements, the rules of evidence and the principles of assessment:

• Direct observation checklist;
• Simulation exercises or role-plays;
• Project outlines and explanation sheets;
• Workplace templates;
• Written questionnaires;
• Verbal questionnaires;
• Portfolios, for example collections of work samples by the candidate;
• Product with supporting documentation or journal/logbook;
• Workplace samples/products; and
• Industry/workplace evidence reports
• Formal Examinations.

This list of assessment tools identifies only a small number of assessment tools which are in use. These are however the more common tools and support holistic assessment methods favoured by My CPE.

Completed assessment tools are to be retained within the learner record in accordance with the Records Retention and Management policy.

Assessing the Unit of Competency

My CPE uses units of competency drawn from nationally endorsed Training Packages as the primary benchmark for assessment. Supporting these sometimes are industry standards or codes of practice. These and other industry specific publications inform the context and standard of performance during assessment.

In order to identify the precise assessment criteria, we apply a methodology of unpacking a unit of competency in order to assess the full scope of the unit including elements of competence, performance evidence, knowledge evidence and the requirements of the evidence conditions. This process ensures that our assessment strategies accurately reflect the requirements of the relevant training package and are valid. To ensure alignment with all components of a unit of competency, unit mapping must be undertaken during the design and development of assessment. Unit mapping must also be undertaken when carrying out assessment validation.

Unit mapping will show the relationship between the planned assessment activities and each component of the unit. This must be conducted at a micro level of detail to allow the mapping to be useful late on as a reference to demonstrate the validity of the assessment. An assessment mapping document is available for this purpose.

Assessment Context

My CPE recognises the importance of establishing the right context for candidates during their assessment. Assessment context refers to the physical and non-physical environment in which skills and knowledge are assessed. This may be a workplace such as an office setting or a manufacturing workshop. The non-physical environment refers to things such as workplace policy and procedure, workplace tempo and culture. Many units of competency may be applied in any workplace such as skills and knowledge relating to workplace safety or leadership.

It is our responsibility to ensure that candidates are provided with the right context to undertake their assessment activities. To achieve this, we will apply the following strategies:

• Incorporation of the candidate’s own workplace policies and procedures into the assessment scenario or activity.
• Conduct of the assessment in the candidate’s workplace performing real workplace tasks where possible.
• Integration of relevant industry codes of practice and other industry information into the assessment activity.
• Incorporation of industry job descriptions for learners to align with during realistic simulated workplace scenarios and case studies.
• Incorporation of regulatory information relating to licensing which applies to the unit of competency.
• Tailoring the program outcomes to meet the organisational training needs of the enterprise without compromising the Training Package requirements.
• Creating assessment activities which require the learner to conduct specific research relating to industry situations and occurrences where applicable.
• Provide a realistic simulated workplace within My CPE facilities.

While applying these strategies it is important to ensure that in establishing the context for assessment, we do not affect the transferability of the unit of competency. When the candidate is assessed as competent, this also means that the candidate can transfer the applicable skills and knowledge between different workplaces and context. This means that the competency is transferable and is a fundamental element of competency-based training and assessment.

Assessment validation

Assessment validation is the process where assessors compare and evaluate their assessment methods, assessment procedures and assessment decisions. My CPE will facilitate regular assessment validation opportunities to maintain a quality assessment and to continuously improve assessment strategies. Further information can be found in this manual in the policy on Assessment Validation.

Assessment information

Assessment information is the information provided to both candidates and assessors to guide their conduct of the assessment and the completion of assessment activities. This information is used to draw out a response from a candidate.

Examples of assessment information include:

• Instructions to set the framework for the activity such as who, what, where, when and how. The expected outcomes of the assessment should be included in these instructions and it is critical that they are straight forward and in line with the candidate’s preparation during learning or through other competency development pathways.
• Scenario information includes information that sets the context for a simulated assessment activity. This may be a simple case study or a deep scenario which requires analysis and interpretation. It is important to note that the higher the AQF qualification level, the greater the requirement to analyse and apply cognitive skills to produce workplace outcomes. Scenario information used to support assessment at a Diploma level, for example, should be relatively deep and complex to allow the candidate to exercise their analytical skills and produce viable workplace products and outcomes.
• Industry information includes items such as codes of practice, policies and procedures, legislation and regulations. Whilst this may not be provided in hard copy to every candidate, they should be provided contacts, web sites or hyperlinks to access this information. Electronic copies of industry information are also acceptable.

At My CPE our assessment activities are to be supported by clear assessment information that will ensure a reliable assessment across our operation. Ultimately, the quality of assessment outcomes produced by a candidate will be directly affected by the quality of the information provided at the commencement of the activity. My CPE staff is to prepare suitable assessment information for all assessment activities and are to gain approval from My CPE Chief Executive Officer for the use of assessment resources.

Principles of Assessment and the Rules of Evidence (Standard 1.4)

Principles of Assessment

In the delivery of assessment services, My CPE applies the principles of assessment. Assessment strategies have been designed to ensure:

• We conduct assessment against the broad range of skills and knowledge identified within each unit of competency and which is integrated with the performance of workplace tasks. We ensure that the assessment is transferable to different context and situations and all components of the unit of competency are being assessed.
• We seek to gather and interpret evidence in a consistent manner that provides for reliable assessment both for the candidate and for assessors. We achieve this by using assessors who have the required competencies in assessment and the relevant vocational competencies. Our assessment resources also provide for standardised outcomes supported by model answers to guide assessors in their judgements. Reliability is also supported by the moderation of assessment judgements across our assessors.
• We strive to provide assessment opportunities that reflect a candidate’s needs. Our chosen assessment strategies provide for recognition of a candidate’s current competency, employ a range of methods appropriate to the context of the industry, the unit of competency and the candidate themselves.
• Our assessment approach encourages fairness in assessment through consideration of the candidate’s needs and characteristics and through making reasonable adjustments when it is required. Assessors achieve this through clear communication with a candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate.

The Rules of Evidence – Collecting evidence that counts

In collecting evidence, My CPE applies the rules of evidence to inform the assessment strategy. Assessment strategies have been designed to ensure:

• We ensure the collection of valid assessment evidence in such quantity to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. The collection of sufficient assessment evidence will be supported by using a range of assessment methods which lead to the collection of evidence over time based on a range of performances.
• We collect evidence that directly aligns with the components documented within each unit of competency. The collected assessment evidence must replicate the outputs of the task as though it were being performed within an actual workplace. This may include the observation of the candidate performing the tasks relevant to the unit of competency or the collection of a completed workplace products. Assessment evidence that is purely academic in nature should be given a lesser priority to the collection of evidence that relates directly to the candidate performing the tasks indicative to the unit of competency.
• We seek evidence that is authentic. To support this, assessors must be assured that the evidence presented for assessment is the candidate’s own work. Where documentary evidence is relied on it must be certified or supported by two other forms of evidence which demonstrate the same skill or knowledge. In all instances, where work is submitted external to My CPE (i.e. electronically, distance assignments, online) this is to include a signed authenticity statement by the candidate that they certify the work as their own.
• We must be satisfied that the candidate currently holds the skills and knowledge relating to a particular unit of competency. Assessment evidence is to be based on the candidate’s performance either at the time of the assessment decision or in the very recent past. Questions of evidence currency will mostly relate to recognition of prior learning applications where a candidate has been in the workplace for many years and is seeking recognition of skills and knowledge obtained through workplace experience or previous training. In all situations, assessors must validate the currency of a candidate’s knowledge and skills.

Re-assessment

Learners who are assessed as not yet competent are to be provided with detailed verbal and written feedback to assist them to identify the gaps in their knowledge and skills to be addressed through further training. These learners are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment.

It is the policy of My CPE to provide two (2) opportunities for additional training and re-assessment at no additional cost to the learner or employer. Learners who require additional training and re-assessment after they have exhausted their these opportunities will be required to pay a fee for additional training and re-assessment. Please refer to the current fee schedule to identify the re-assessment fee.

Learner’s requiring additional learning support are to be brought to the attention of My CPE management so the progress of the learner can be monitored closely, and additional support services can be applied well before it becomes necessary to impose an additional fee for re-assessment. Where learners repeatedly do not demonstrate competence following significant learning and assessment support, a learner’s enrolment can be determined through mutual agreement. 

Assessment Procedure

The following procedure is to be applied for conducting assessments:

Step 1: Prepare for assessment. The assessor is to:

• Establish the context and purpose of the evidence to be collected;
• Identify and analyse the units of competency, Training Package and My CPE assessment strategy to identify the evidence requirements;
• Review the assessment tools and confirm their currency and adequacy in meeting the rules of evidence; and
• Ensure the Pre-Assessment Checklist and Pre-Assessment Interview have been completed.

Step 2: Prepare the candidate. The assessor must ensure that the candidate is informed about:

• The context and purpose of the assessment and the assessment process;
• The unit(s) of competency to be assessed and the evidence to be collected;
• The assessment procedure and the preparation the candidate should undertake, and answer any questions;
• Assess the needs of the candidate and, where applicable, negotiate reasonable adjustment for assessing people with disabilities without compromising the competency outcomes;
• Seek feedback regarding the candidate’s understanding of the units of competency, evidence requirements and assessment process; and
• Ensure learners have completed the Pre-Assessment Checklist and are ready to commence assessment;
• Determine if the candidate is ready for assessment and, in consultation with the candidate, decide on the time and place of the assessment;
• Create the and agree the Assessment Plan.

Step 3: Plan and prepare the evidence-gathering process. The assessor must:

• Establish a plan for gathering sufficient quality evidence about the learner’s consistent performance in order to make the assessment decision;
• Source or develop assessment materials to assist the evidence-gathering process;
• Organise equipment or resources required to support the evidence-gathering process; and
• Coordinate and brief other personnel involved in the evidence-gathering process.

Step 4: Collect the evidence and make the assessment decision. The assessor must:

• Establish and oversee the evidence-gathering process to ensure its validity, reliability, fairness and flexibility;
• Collect appropriate evidence and match compatibility to the elements, performance criteria, range statement and evidence guide in the relevant units of competency;
• Evaluate evidence in terms of the four dimensions of competency – task skills, task management skills, contingency management skills and job/role environment skills;
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the competencies;
• Evaluate the evidence in terms of validity, consistency, currency, authenticity and sufficiency;
• Consult and work with other staff, assessment panel members or technical experts involved in the assessment process;
• Record details of evidence collected; and
• Make a judgment about the candidate’s competence based on the evidence and the relevant unit(s) of competency.

Step 5: Provide feedback on the assessment. The assessor must provide advice to the learner about the outcomes of the assessment. This includes providing the candidate with:

• Clear and constructive feedback on the assessment decision within 7 working days from receipt of submission;
• Information on ways of overcoming any identified gaps in competency revealed by the assessment;
• The opportunity to discuss the assessment process and outcome; and
• Information on reassessment and the appeals process if applicable.

Step 6: Record and report the result. The assessor must:

• Record the assessment outcome according to the policies and procedures of My CPE;
• Maintain records of the assessment procedure, evidence collected and the outcome according to the policies and procedures of My CPE;
• Maintain the confidentiality of the assessment outcome; and
• Organise the issuance of statements of attainment according to the policies and procedures of My CPE.

Step 7: Review the assessment process. On completion of the assessment process, the assessor must:

• Review the assessment process;
• Report on the positive and negative features of the assessment to those responsible for the assessment procedures; and
• If necessary, suggest to an appropriate My CPE personnel ways of improving the assessment procedures through raising a Continuous Improvement Report or by providing input to the next scheduled assessment validation.

Step 8: Participate in the reassessment and appeals process. The assessor must:

• Provide feedback and counselling to the candidate, if required, regarding the assessment outcome or process, including guidance on further options;
• Provide the candidate with information on the reassessment and appeals process;
• Report any assessment decision that is disputed by the candidate to appropriate My CPE personnel; and
• Participate in the reassessment or appeal according to the policies and procedures of My CPE.

Pre-Assessment

Purpose

The purpose of this Pre-Assessment Policy is to outline the procedures and principles for conducting pre-assessment activities to ensure learners are well placed and supported to commence assessment. Pre-assessment helps determine if appropriate learning has been completed, facilitates the identification of learner capabilities, and supports the provision of reasonable adjustments where necessary.

Scope

This policy applies to all learners enrolling in accredited training or educational programs delivered by My CPE. It covers all pre-assessment processes conducted prior to the commencement of assessments.

Policy Statement

My CPE is committed to providing fair, consistent, and transparent pre-assessment processes that:

• Accurately identify learner knowledge;
• Support appropriate learner placement in assessment;
• Ensure compliance with relevant training package and regulatory requirements;
• Promote equity and accessibility, including identifying reasonable adjustments for learners with additional needs.

Pre-Assessment Procedures

Information Provision

• Learners will be provided with clear information about the pre-assessment process, its purpose, and how results will be used.
• Information on available support services will also be provided.

Conduct of Pre-Assessment

• Pre-assessment methods may include questionnaires, interviews, practical tasks, diagnostic tests, or review of prior qualifications and experience.
• Assessors conducting pre-assessment will be qualified and experienced in the relevant field.
• Pre-assessment will be conducted in an environment that respects learner privacy and confidentiality.

Evaluation and Outcomes

• Results of pre-assessment will be used to determine:
  • Learner readiness for the proposed assessments;
  • Need for tailored learning support or reasonable adjustments.
• Learners will receive feedback on their pre-assessment results and the implications for their learning journey.

Documentation

• All pre-assessment outcomes will be documented accurately and stored securely in accordance with My CPE’s privacy and records management policies.

Responsibilities

• Assessors are responsible for conducting pre-assessment fairly and professionally, providing feedback, and documenting outcomes.
• Learners are expected to participate honestly and provide accurate information during pre-assessment.

Confidentiality

All information gathered during pre-assessment will be treated confidentially and used only for the purposes of learner placement and support, unless otherwise required by law.

Review

This policy will be reviewed annually or as required to ensure ongoing compliance with regulatory standards and best practice.

Pre-Assessment Process

The pre-assessment process ensures that each learner is adequately prepared to undertake assessment activities in a fair, flexible, valid, and reliable manner. It also ensures that reasonable adjustments, learner support needs, and contextualisation requirements are identified and addressed in advance.

The steps to complete include:

1. Complete the Pre-Assessment Checklist
2. Download the Student Pre-Assessment Interview Form
3. Schedule a meeting with the trainer through the messaging system
4. Attend the meeting
5. Complete theStudent Pre-Assessment Interview Form and upload the file to the e-learning portal
6. The trainer will advise students on the next steps.

Pre-Assessment Checklist

Before students begin the assessment, they should ensure they have fully completed all sections of the e-learning resource for the unit. They must finalise all learning before proceeding with the Pre-Assessment Checklist.

If they have not yet finished the required learning materials, they must be instructed to take the time to review and complete them. They may proceed with the assessment only once all learning components have been fully engaged with and the Pre-Assessment Checklist has been completed accurately and thoroughly.

The questions in the Pre-Assessment Checklist are designed to help assess a student’s understanding of key concepts related to remuneration, employee benefits, and strategic coordination in these processes. Note that the checklist does not contribute to the overall assessment score.

The test contains 10 questions and a Declaration

Students have 30 minutes to complete it. They need to take a photo before proceeding with the test

Student Pre-Assessment Interview Form (Download)

Students are to complete the form and schedule a Pre-Assessment Interview meeting with the trainer.

Student Pre-Assessment Interview Form (Upload)

Submission Instructions

Students are to upload your completed Student Pre-Assessment Interview Form.

Important: This form must be completed in full and signed by both the learner and the interviewer. Incomplete or unsigned forms will not be accepted.

The trainer will review the information provided and advise students of the next steps. This may include proceeding to the assessment phase or referral to additional learning, support, or preparation activities.

If students have any questions or require assistance, they are encouraged to contact their trainer or support staff before submitting.

Credit Transfer

Credit Transfer is the recognition of learning achieved through formal education and training. Under the Standards for Registered Training Organisations, units of competency issued by any RTO are to be accepted and recognised by all other RTOs. Credit Transfer allows a learner to be issued a unit of competency based on successful completion of the unit which has been previously awarded.

Evidence requirements

If you are seeking credit transfer, you are required to present your statement of attainment or qualification with a record of results for examination to My CPE.

These documents will provide the detail of what units of competence you have been previously issued. You must provide satisfactory evidence that the statement of attainment or qualification is authentic, is yours and that it has been issued by an Australian RTO. Statements of attainment or qualifications should be in the correct format as outlined in the Australian Qualifications Framework. You are required to submit copies only which are certified as a true copy of the original.

Credit transfer guidelines

The following guidelines are to be followed in relation to credit transfer:

• Any learner is entitled to apply for credit transfer in a course or qualification in which they are currently enrolled.
• Learners may not apply for credit transfer for units of competence or qualification which are not included in My CPE scope of registration.
• Whilst learners may apply for credit transfer at any time, they are encouraged to apply before commencing a training program. This will reduce unnecessary training and guide the learner down a more efficient path to competence.
• The learner does not incur any fees for credit transfer and My CPE does not receive any funding when credit transfer is granted.
• Credit transfer may only be awarded for whole units of competence. Where a mapping guide identifies a partial credit, this will not be considered for credit transfer and applicants will be advised to seek recognition.
• If the unit code or title has changed, we will confirm equivalency using the National Training Register. Where no equivalency is confirmed, we will refer you to RPL.

Eligibility and Evidence Requirements

To be eligible for credit transfer, you must provide:

• A certified copyof your Statement of Attainment or Qualification, or USI Transcript
• Evidence that the document was issued by an Australian RTO
• Evidence that the unit of competency is equivalent to the one in your training program, noting that My CPE has the unit of competence on its scope of registration.

Recognition of Prior Learning

In accordance with the requirements of the Standards for Registered Training Organisations, My CPE provides the opportunity for learners to apply to have prior learning recognised toward a qualification or units of competence for which they are enrolled.

What is recognition?

Recognition involves the assessment of previously unrecognised skills and knowledge that an individual has achieved outside the formal education and training system. Recognition assesses this unrecognised learning against the requirements of a unit of competence, in respect of both entry requirements and outcomes to be achieved. By removing the need for duplication of learning, recognition encourages an individual to continue upgrading their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes. This has benefits for the individual and industry. Most importantly, it should be noted that recognition is just another form of assessment.

Recognition guidelines

The following guidelines are to be followed when an application for recognition is received:

• Any learner is entitled to apply for recognition in a course or qualification in which they are currently enrolled.
• Learners may not apply for recognition for units of competence or a qualification which are not included in My CPE scope of registration.
• Whilst learners may apply for recognition at any time, they are encouraged to apply before commencing a training program. This will reduce unnecessary training and guide the learner down a more efficient path to competence.
• Learners who are currently enrolled in a training program are eligible to apply for recognition in that program at no additional charge.
• Assessment via recognition is to apply the principles of assessment and the rules of evidence.
• Recognition may only be awarded for whole units of competence.
• Where certain units are completed for the purposes of registration with the Tax Practitioners Board (TPB), the recognition of prior learning (RPL) process used, must meet the requirements of the TPB’s policy on RPL.

Forms of evidence for recognition

Recognition acknowledges that workplace skills and knowledge may be gained through a variety of ways including both formal and informal learning or through work-based or life experience.

Like assessment, recognition is a process whereby evidence is collected, and a judgement is made by an assessor or assessment team. The judgement is made on evidence provided by candidates of the skills and knowledge that they have previously learnt through work, study, life and other experiences, and that they are currently using. It also includes evidence to confirm a candidate’s ability to adapt prior learning or current competence to the context of the intended workplace or industry.

Forms of evidence toward recognition may include:

• Work records;
• Records of workplace training;
• Assessments of current skills;
• Assessments of current knowledge;
• Third party reports from current and previous supervisors or managers;
• Evidence of relevant unpaid or volunteer experience;
• Examples of work products;
• Observation by an assessor in the workplace;
• Performance appraisal; or
• Duty statements.

Many of these forms of evidence would not be sufficient on their own. When combined together, with a number of evidence items, the candidate will start to provide a strong case for competence. My CPE reserves the right to require candidates to undertake practical assessment activities of skills and knowledge in order to satisfy itself of a candidate’s current competence.

Student Use of Artificial Intelligence (AI) Policy 

Policy Statement

My CPE acknowledges the increasing use of artificial intelligence (AI) technologies in education and supports the ethical and informed use of these tools. This policy upholds the principles of academic integrity and ensures that the use of AI does not compromise the authenticity or validity of assessment outcomes, in line with the Standards for RTOs 2025.

Purpose

The purpose of this policy is to:

• Provide clear guidance to students and staff on the appropriate use of AI tools in training and assessment
• Promote ethical behaviour and personal accountability in the learning process
• Maintain the integrity, reliability, and validity of assessment outcomes
• Prevent academic misconduct arising from undeclared or inappropriate AI use

Scope

This policy applies to all My CPE learners and staff involved in training and assessment delivery across all modes of study, including online, blended, and workplace-based delivery.

Policy Principles

• Permitted Use:
  Students may use AI tools to support research, brainstorming, or skill development, provided it does not interfere with the requirement to demonstrate their own competence.
• Prohibited Use:
  Students must not use AI to generate, complete, or substantially alter responses to formal assessment tasks (e.g., short answer responses, case studies, projects) that are used to determine competence.
• Disclosure:
  If AI is used during the learning process or to assist with task planning or structure, this must be appropriately declared. Failure to disclose may be treated as academic misconduct.
• Originality:
  All submitted work must be the student’s own and reflect their individual effort and understanding.

Academic Misconduct Process

Suspected breaches will be investigated in line with the My CPE Academic Integrity and Misconduct Procedures.

Procedures

Student Guidance and Induction

• All students are informed of this policy during induction and via the Learner Handbook.
• Trainers and assessors provide professional development of ethical and unethical use of AI in training delivery and assessment support.
• AI use is discussed during pre-assessment briefings, particularly in written or project-based tasks.

Monitoring and Identification

• Trainers and assessors are expected to apply professional judgement to detect inconsistencies in student submissions.
• Suspicion may arise from content that lacks personal context, reflects generic AI output, or significantly diverges from a student’s known capability or communication style.

Academic Misconduct Process

• Suspected breaches will be investigated in line with the My CPE Academic Integrity and Misconduct Procedure.
• The student will be informed and given an opportunity to respond.
• Confirmed misconduct may result in:
  • A requirement to resubmit the assessment
  • A formal warning or counselling
  • Academic penalty or removal from the course (in cases of repeated or severe breaches).

Access and Equity Policy and Procedure

Policy Statement

My CPE is committed to upholding the principles of access, equity, fairness, and inclusion. We ensure that all individuals, regardless of background, ability, or personal circumstances, have the opportunity to access and successfully participate in nationally recognised training and assessment in a supportive and inclusive environment.

Purpose

This policy supports My CPE’s commitment to:

• Providing equitable access to education and training services
• Ensuring inclusive practices that enable all learners to participate and succeed
• Identifying and responding to individual learner needs through appropriate support and reasonable adjustments
• Complying with anti-discrimination, disability, human rights, and RTO standards.

Scope

This policy applies to:

• All learners and prospective learners
• All My CPE staff involved in enrolment, training, assessment, and student support
• All delivery modes of training we offer.

. Principles

• My CPE welcomes and supports learners from all backgrounds, including those with disability, diverse learning needs, First Nations heritage, culturally and linguistically diverse (CALD) backgrounds, and those experiencing barriers to participation.
• No student will be denied access to training based on age, gender identity, race, religion, language, literacy, numeracy, socio-economic status, disability, or cultural background.
• Reasonable adjustments are made where necessary to ensure fair participation, without compromising the competency requirements of the training product.
• All training and assessment practices must reflect the principles of fairness, flexibility, and inclusivity.

Procedures

Communication and Access to Policy

• This policy is published on the My CPE website.
• Students are informed of the policy during the enrolment process and again in the Lerner Handbook.
• Staff are trained in the application of equity and diversity as part of ongoing professional development.

Identification of Support Needs

• Upon enrolment, learners are invited to disclose any individual support needs or barriers to participation.
• Language, Literacy, Numeracy and Digital (LLND) assessments may be administered to help identify learning support requirements.
• Learners may also disclose support needs at any stage of the program.

Provision of Support and Reasonable Adjustment

• Where support needs are identified, a plan may be developed and documented.
• Reasonable adjustments may include:
  • Modified assessment methods (e.g. oral in place of written)
  • Assistive technologies or digital supports
  • Additional time for assessment
  • One-on-one trainer support or mentoring
  • Referral to external support services.
• Adjustments must maintain the integrity of the unit or qualification and enable valid assessment.

Monitoring and Review

• Adjustments and support strategies are reviewed regularly in collaboration with the learner and trainer.
• Trainers and assessors are expected to apply flexibility and fairness in training and assessment while adhering to competency standards.
• Records of all adjustments and support measures are securely maintained in the student management system.

Review and Continuous Improvement

This policy is reviewed annually or earlier if legislative or operational changes require. Feedback from students, staff, and stakeholders is used to improve access and equity practices.

Feedback, Complaints, and Appeals Handling Policy (Standard 2.7 and 2.8)

My CPE is committed to providing all learners and stakeholders with opportunities to provide feedback and to submit complaints through a fair, accessible, confidential, and transparent process. Feedback and complaints are integral to My CPE’s continuous improvement framework and are actively encouraged as a mechanism to strengthen the quality of our services, learning and assessment systems, and stakeholder engagement.

This is an important point to note in understanding that this policy has a broad application and is not simply relevant to complaints that may be made by learners. A complaint may be made by an employer about My CPE or by the trainer about the conduct of the learner. Throughout this policy we refer to the person making a complaint as simply the complainant.

The purpose of this policy is to ensure:

• Learners and stakeholders can provide feedback or raise complaints without fear of reprisal
• All feedback and complaints are managed in a consistent, fair, timely and effective manner
• My CPE complies with the Standards for RTOs, specifically Standard 2.7
• Continuous improvement is driven by insights gained through feedback and complaints.

Who does this policy apply to?

This policy applies to and may involve issues concerning the conduct of:

• Learners and prospective learners
• Employers and workplace supervisors
• My CPE staff, trainers, assessors and contractors
• Third-party services provided on behalf of My CPE, its trainers, assessors or other staff
• Any individual or organisation interacting with My CPE.

Definitions

A complaint is generally negative feedback about services or people which has not been resolved locally.

Feedback: General comments, suggestions or praise about My CPE’s services, resources, or staff.

Complaint: A grievance or expression of dissatisfaction regarding services, systems, people, or policies which is unable to be resolved informally at the point of origin.

Complainant: A person or party who lodges a complaint.

Early Resolution of Complaints

In all cases, issues that arise during training and assessment that are the source of frustration or are in dispute should be resolved at the time they occur between the persons involved. It is often the case that complaints can be avoided by proper communication and respect between the persons involved.

Relationship to Continuous Improvement

Frequently, the complaints handling process will explore weaknesses in the training and assessment or administrative system that can flow into the continuous improvement system as opportunities for improvement. This outcome of complaints handling is very positive and should be actively applied by all persons involved. It is for this reason that complaints received from stakeholders should be seen in a positive light and as opportunities for improvement.

Making a Complaint

A complaint may be received by My CPE in any form and does not need to be formally documented by the complainant in order to be acted on. Complaints may be made by any person.

To make a complaint, it is recommended that the person complete the My CPE – Complaint Form. This form is available via our website or can be obtained from the My CPE office.

The completed complaint form is to be submitted to the Office Manager either in hard copy or electronically via the following contact details:

Email: hello@mycpe.com.au

If a complainant has any difficulty assessing the required form or submitting the complaint to My CPE, they are advised to contact My CPE immediately at the following phone number:

Phone Number: 1300 069 273

A written record of all complaints is to be kept by My CPE including all details of lodgement, response and resolution. The complaints register within the student management system is to be used to record the details of the complaint and to maintain a chronological journal of events during the complaint handling process. Records relating to complaints handling must be stored securely to prevent access to unauthorised personnel.

The complaint is referred to the CEO; whereby the CEO reviews the complaint and determines if investigation or consultation is required; or if the matter can be solved internally.

Complaints are to be handled in the strictest confidence. My CPE representatives are not permitted to disclose information to any person without the permission of the My CPE CEO. A decision to release information to third parties can only be made after the complainant has given permission for this to occur. This permission should be given using the Information Release Form.

Communicating the Complaint Handling Policy and Procedure

The complaints handling policy must be:

• Publicly available on the My CPE Website
• Integrated into the My CPE Learner Handbook
• Included in the My CPE Policy and Procedures.

Complaint Handling Timeframe

• Written acknowledgement by My CPE no later than 24 hours from the time the complaint is received. This acknowledgement is intended to provide the complainant assurance that My CPE has received the complaint and will review the relevant issues and provide a response as soon as practical. The acknowledgement must inform the person that they will receive a written response.
• The handling of a complaint is to commence within seven (7) working days of the lodgement of the complaint and all reasonable measures are taken to finalise the process as soon as practicable.
• A written response must be provided to the complainant within fourteen (14) working days of the lodgement of the complaint.
• As a benchmark, My CPE should attempt to resolve complaints as soon as possible. A timeframe to resolve a complaint within thirty (30) calendar days is considered acceptable and in the best interest of My CPE and the complainant.
• A complainant should also be provided with regular updates to inform them of the process of the complaint handling. Updates should be provided to the complainant at a minimum of two (2) weekly intervals.
• Complaints must be resolved to a final outcome within sixty (60) calendar days of the complaint being initially received. Where My CPE Chief Executive Officer considers that more than 60 calendar days are required to process and finalise the complaint, the CEO must inform the complainant in writing, including reasons why more than 60 calendar days are required.

 Principles of Natural Justice and Procedural Fairness

A complainant is to be provided an opportunity to formally present their case at no cost. The principles of Natural Justice and Procedural Fairness must be incorporated into the complaint handling process to ensure that decision-making is fair and reasonable. Natural justice must be observed when it affects the rights, interests or legitimate expectations of individuals.

All complaint handling will observe:

• The right to be heard and to respond;
• The right to an unbiased decision-maker;
• The right to have allegations put to a respondent for reply;
• The right to present evidence and mitigating information;
• Written notification of outcomes and rights of review.

The following principles are to be applied:

• CEO bias. Where the Chief Executive Officer of My CPE feels that they may have bias or there is a perception of bias process or where the person making the complaint is not satisfied with how the matter has been handled, the complainant is to be referred directly to an independent third-party for consideration and response.
• Responding to allegations. Where a complaint involves one person making allegations about another person, it is a requirement for My CPE to hear both sides of the matter before making any judgements about the complaint should be settled. A person who will be affected by a decision made by My CPE as a result of a complaint has the right to be fully informed of any allegations and to be provided adequate opportunity to be heard and respond. The person has the right to:
  • Put forward arguments in their favour
  • Show cause why a proposed action should not be taken
  • Deny allegations
  • Call for evidence to disprove allegations and claims
  • Explain allegations or present an innocent explanation, and
  • Provide mitigating circumstances (information aimed at reducing the severity, seriousness of something).

My CPE also has an obligation to fully consider the substance of allegations and the response provided by parties before forming a decision. Decisions must be communicated to the complainant and relevant person’s subject of allegations in writing. This is to include advising these persons of their right to seek a third-party review of decisions made by My CPE.

• Referring matters to authorities. Where an allegation is made that involves alleged criminal or illegal activity and it is considered outside the scope and expertise of My CPE to investigate the matter, then in these circumstances My CPE reserve the right to report these allegations to law enforcement authorities. Persons related to the matter involving alleged criminal or illegal activity will be advised in writing if this course of action is being taken.
• Third Party Review. Where the person making a complaint is not satisfied with the handling of the matter by My CPE, they have the opportunity for a body or person that is independent of My CPE to review his or her complaint following the internal completion of complaint handling process. Before a person seeks a review by an independent third party, they are requested to first allow My CPE to fully consider the nature of the complaint and to respond to the person in writing. If after this has occurred, the person is not satisfied with the outcome, they have the right then seek a review by an independent third party. To request a review by an independent third party, the complainant should inform the Office Manager of their request who will initiate the process with the Chief Executive Officer.

In these circumstances, the My CPE Chief Executive Officer will advise of an appropriate party independent of My CPE to review the complaint outcome (and its subsequent handling) and provide advice to My CPE in regard to the recommended outcomes. The independent third-party is required to respond with their recommendations within fourteen (14) working days of their review being requested. This advice is to be accepted by My CPE as final, advised to the person making a complaint in writing and implemented without prejudice.

Where the My CPE appoints or engages an appropriate independent person to review a complaint, the My CPE will meet the full cost to facilitate the independent review.

Unresolved Complaints

Once the complaint handling process has concluded; where the person making a complaint remains not satisfied with the outcome of the complaint handling procedure, the person is to be advised that they have the right to refer the matter to any external authority/agency that may be relevant to their complaint.

The following external agencies are nominated in the first instance as relevant points of referral that the person may consider:

• In relation to consumer related issues, the person may refer their complaint to the Office of Fair Trading.
• In relation to the delivery of training and assessment services, the person may refer their complaint to the National Training Complaints Service via the following phone number: 13 38 73 or visit the website at https://www.dewr.gov.au/national-training-complaints-hotline/national-training-and-complaints-hotline-complaints-form
• In relation to matters relating to privacy, the person may refer their complaint to the Office of the Australian Information Commissioner via the following details: https://www.oaic.gov.au/individuals/how-do-i-make-a-privacy-complaint or call on 1300 363 992

This guidance is also communicated to learners within the Learner Handbook and also within the publicly available policies and procedures on My CPE website. It is expected that the above agencies will investigate the persons concerns and contact the My CPE for information. External agencies will typically request a copy of any record of how the complaint was handled from the person. My CPE is to ensure that the person is provided with a written response that they may use for this purpose.

The My CPE is to cooperate fully with agencies such as the National Training Complaints Service, the Office of Fair Trading or ASQA that may investigate the handling of a complaint. My CPE considers that it would be extremely unlikely that a complaint is not able to be resolved quickly within My CPE internal arrangements.

Record Management of Complaint Records

Records relating to complaints will present in two formats. There will be electronic records in the form of email correspondence and other documents which are communicated electronically and hard copy records which are submitted by the complainant or generated by My CPE. There is also a record of the complaint maintained within the My CPE student management system. This includes the details about the complaint and a diary log which records the progress of the complaint handling and closure. This record also records identified opportunities for improvement that result from complaints handling.

All records regardless of their format will be saved in a digital format into a secure folder located on the My CPE file storage. Each file is to be clearly labelled with the document title or subject and the date of which the document was received or generated. This folder must only be accessible to persons authorised by the Chief Executive Officer. Records stored on the student management system are to be accessible only to administrators and managers.

To ensure records are maintained in a safe and suitable condition, the following is to apply:

• Records must be kept securely to prevent them being accessed by any non-authorised personnel.
• Records must be kept confidential to safeguard information and to protect the privacy of complainants.
• Records must be kept to avoid damage by fire, flood, termites or any other pests.
• Electronic data storage must be safe from destruction by fire or flood and should take account of the risk of component failure of a single storage device. Electronic data is also to be backed-up off site.

A correspondence record must be made for each complainant making a complaint. All email and letter communication should be retained with the complainant correspondence record within the complaint handling file.

Destruction of Complaint Records

My CPE CEO is the only person who can authorise (in writing) the destruction of complaint handling records. Records are only to be authorised for destruction after the retention period has lapsed. Documents identified for destruction are to be shredded before being recycled.

Complaint Handling Procedure

My CPE will apply the following procedure to its complaint handling:

1. A complaint may be received in any form (written or verbal) although persons seeking to make a complaint are recommended to complete the complaint form which is available to them on the website. There is no time limitation on a person who is seeking to make a complaint.
2. The complainant must be provided a written acknowledgement as soon as possible and no later than 24 hours from the time the complaint is received using the written acknowledgement email template. The acknowledgement must inform the complainant that they will receive a written response within 14 days and explain the complaints handling process and the person’s rights and obligations.
3. The complaint must be entered into the complaints and appeals register. The complaints and appeals register identifies the complainant, relation with My CPE, nature of complaint, findings/outcomes, any links with the Continuous Improvement report and the dates received & closed. Prior to entering the complaint form into the register, check if the person has not already submitted a complaint, if it is accurately recorded or if it has been recorded as a subsequent contact.
4. The complaint is forwarded to the Chief Executive Office for review. The CEO will determine if the complaint requires further investigation or consultation.
5. Where a complaint is made about or involves allegations about another person, My CPE is obliged to inform this person about this complaint or allegation and provide them the opportunity to respond and present information in response to the issues raised.
6. Where a complaint is received by My CPE which involve allegations about alleged criminal conduct, My CPE are to recommend the person making the complaint refer the matter to the relevant State or Territory Police Service.
7. The CEO reviews the outcomes of the investigation/consultation and determines the complaint response within an acceptable timeframe. The complaints response letter template can be used to identify the findings and outcomes to the complainant.
8. My CPE shall maintain the enrolment of the complainant during the complaint handling process.
9. Decisions or outcomes of the complaint handling process that find in favour of the learner shall be implemented immediately.
10. The complainant is entitled to be heard with access to all relevant information and with the right of reply ensuring natural justice and procedural fairness is applied at every stage of the complaint process.
11. My CPE must request written acknowledgement from the complainant once the complaint has been resolved.
12. Complaint handling procedures should conclude with an analysis of the circumstances to identify any opportunities for improvement.
13. The complaint must be accurately updated and recorded in the Complaints Register.

Appeals Handling Policy (Standard 2.8)

My CPE is committed to providing a fair and transparent appeals handling process.

What is an Appeal?

An appeal is an application by a learner for reconsideration of an unfavourable decision or finding during their time with My CPE. An appeal must be made in writing and specify the particulars of the decision or finding in dispute. Appeals must be lodged within twenty-eight (28) working days of the decision or finding being informed to the learner.

It is important to note that a learner may appeal any decision made by My CPE or a third-party providing services on My CPE’s behalf. Contrary to the popular belief that appeal relates only to assessment decisions, appeals can relate to administrative decisions that My CPE may make. Examples of this include an appeal of a decision to deny a refund or to deny an application for credit transfer. As the process for handling assessment appeal compared with an appeal of an administrative decision is slightly different, this difference has been catered for within this policy with adjusted processes for both situations.

Who does this policy apply to?

This policy applies to and may involve issues concerning the conduct of:

• My CPE as an organisation, its trainers, assessors or other staff;
• Third party services provided on behalf of My CPE, its trainers, assessors or other staff; or
• A learner of My CPE

Throughout this policy we refer to the person making an appeal as simply the appellant.

Early Resolution of Appeals

In all cases, issues that arise during training and assessment that are the source of frustration or are in dispute should be resolved at the time they occur between the persons involved. It is often the case that the learner’s decision to make an appeal can be avoided by proper communication and consultation with learners at the time a decision is made.

Relationship to Continuous Improvement

Frequently, the appeals handling process will expose weakness in the training and assessment or administrative system that can flow into the continuous improvement system as opportunities for improvement. This outcome of appeals handling is very positive and should be actively applied by all persons involved. It is for this reason that appeals received from stakeholders should be seen in a positive light and as opportunities for improvement.

Making an Appeal

An appeal may be received by My CPE in writing using the specified form within twenty-eight (28) working days of the decision or finding being informed to the person.

To appeal a decision, the person is required to complete the My CPE – Request for an Appeal of a Decision form. This form is available via our website. The completed Request for an Appeal form is to be submitted to the Office Manager either in hard copy or electronically via the following contact details:

Email: hello@mycpe.com.au

If a person seeking an appeal has any difficulty assessing the required form or submitting the appeal to My CPE, they are advised to contact My CPE immediately at the following phone number:

Phone Number: 1300 069 273

A written record of all appeals is to be kept by My CPE including all details of lodgement, response and resolution. The appeals register within the student management system is to be used to record the details of the appeal and to maintain a chronological journal of events during the appeal handling process. Records relating to appeal handling must be stored securely to prevent access to unauthorised personnel.

The appeal is referred to the CEO; whereby the CEO reviews the appeal and determines if re-assessment, investigation, or consultation is required; or if the matter can be solved internally.

Appeals are to be handled in the strictest of confidence. My CPE representatives are not permitted to disclose information to any person without the permission of the My CPE CEO. A decision to release information to third parties can only be made after the appellant has given permission for this to occur. This permission should be given using the Information Release Form.

Communicating the Appeals Handling Policy and Procedure

The appeals handling policy and procedure must be:

• Publicly available on the My CPE Website
• Integrated into the My CPE Learner Handbook
• Included in My CPEs Policy and Procedures.

Appeals Handling Timeframe

• Written acknowledgement by My CPE no later than 24 hours from the time the appeal is received. This acknowledgement is intended to provide the appellant assurance that My CPE has received the appeal and will review the relevant issues and provide a response as soon as practical. The acknowledgement must inform the person that they will receive a written response.
• The handling of an appeal is to commence within seven (7) working days of the lodgement of the appeal and all reasonable measures are taken to finalise the process as soon as practicable.
• A written response must be provided to the appellant within fourteen (14) working days of the lodgement of the appeal, including details of the reasons for the outcome.
• Where an appellant is not satisfied with the handling of the appeal by My CPE, a body or person from an independent third party can be requested to review the appeal. The third-party is required to respond to with their recommendations within fourteen (14) working days of their review being request.
• Appeals must be lodged within twenty-eight (28) working days of the decision or finding being informed to the person. An appeal must be submitted using the My CPE – Request for an Appeal of a Decision form.
• As a benchmark, My CPE should attempt to resolve appeals as soon as possible. A timeframe to resolve an appeal within thirty (30) calendar days is considered acceptable and in the best interest of My CPE and the appellant.
• An appellant should also be provided with regular updates to inform them of the process of the appeal handling. Updates should be provided to the appellant at a minimum of two (2) weekly intervals.
• Appeals must be resolved to a final outcome within sixty (60) calendar days of the appeal being initially received. Where My CPE Chief Executive Officer considers that more than 60 calendar days are required to process and finalise the appeal, the CEO must inform the appellant in writing, including reasons why more than 60 calendar days are required.

Principles of Natural Justice and Procedural Fairness

An appellant is to be provided an opportunity to formally present their case at no cost. Each appellant may be accompanied and/or assisted by a support person at any relevant meeting. The principles of Natural Justice and Procedural Fairness must be incorporated into every stage of the appeals handling process to ensure that decision-making is fair and reasonable. Natural justice must be observed when it affects the rights, interests or legitimate expectations of individuals. The following principles are to be applied:

• CEO bias. Where the Chief Executive Officer of My CPE feels that they may have bias or there is a perception of bias process or where the person making the appellant is not satisfied with how the matter has been handled, the appellant is to be referred directly to an independent third-party for consideration and response. This means that the appellant is entitled to have their appeal heard by a person that is without bias and may not be affected by the decision. The decision must be made on logical evidence and the decision-maker must take account of relevant considerations, must act for a proper purpose and must not consider irrelevant factors.
• Third Party Review. Where the appellant is not satisfied with the handling of the matter by My CPE, they have the opportunity for a body or person that is independent of My CPE to review his or her appeal following the internal completion of the appeal handling process. Before a person seeks a review by an independent third party, they are requested to first allow My CPE to fully consider the nature of the appeal and to respond to the person in writing. If after this has occurred, the person is not satisfied with the outcome, they have the right then seek a review by an independent third party. To request a review by an independent third party, the appellant should inform the Office Manager of their request who will initiate the process with the Chief Executive Officer.

In these circumstances, the My CPE Chief Executive Officer will advise of an appropriate party independent of My CPE to review the appeal outcome (and its subsequent handling) and provide advice to My CPE regarding the recommended outcomes. The independent third-party is required to respond with their recommendations within fourteen (14) working days of their review being requested. This advice is to be accepted by My CPE as final, advised to the person making an appeal in writing and implemented without prejudice.

Where the My CPE appoints or engages an appropriate independent person to review an appeal the My CPE will meet the full cost to facilitate the independent review.

Unresolved Appeals

Once the appeals handling process has concluded; where the person seeking an appeal of a decision remains not satisfied with the outcome of the appeals handling procedure, the person is to be advised that they have the right to refer the matter to any external authority/agency that may be relevant to their appeal. The following external agencies are nominated in the first instance as relevant points of referral the person may consider:

• In relation to consumer related issues, the person may refer their matter to the Office of Fair Trading.
• In relation to the delivery of training and assessment services, the person may refer their matter to the National Training Complaints Service via the following phone number: 13 38 73 or visit the website at https://www.education.gov.au/NTCH
• In relation to matters relating to privacy, the person may refer their matter to the Office of the Australian Information Commissioner via the following details: https://www.oaic.gov.au/individuals/how-do-i-make-a-privacy-complaint  or call on 1300 363 992

This guidance is also communicated to learners within the Learner Handbook and also within the publicly available policies and procedures on My CPE website. It is expected that the above agencies will investigate the persons concerns and contact the My CPE for information. External agencies will typically request a copy of any record of how the appeal was handled from the person. My CPE is to ensure that the person is provided with a written response that they may use for this purpose.

My CPE is to cooperate fully with agencies such as the National Training Complaints Service, the Office of Fair Trading or ASQA that may investigate the handling of an appeal. My CPE considers that it would be extremely unlikely that an appeal is not able to be resolved quickly within My CPE internal arrangements.

Record Management of Appeals Records

Records relating to appeals will present in two formats. There will be electronic records in the form of email correspondence and other documents which are communicated electronically and hard copy records which are submitted by the appellant or generated by My CPE. There is also a record of the appeal maintained within the My CPE student management system. This includes the details about the appeal and a diary log which records the progress of the appeal handling and closure. This record also records identified opportunities for improvement that result from appeals handling.

All records regardless of their format will be saved in a digital format into a secure folder located on the My CPE file storage. Each file is to be clearly labelled with the document title or subject and the date of which the document was received or generated. This folder must only be accessible to persons authorised by the Chief Executive Officer. Records stored on the student management system are to be accessible only to administrators and managers.

To ensure records are maintained in a safe and suitable condition, the following is to apply:

• Records must be kept securely to prevent them being accessed by any non-authorised personnel.
• Records must be kept confidential to safeguard information and to protect the privacy of complainants.
• Records must be kept in a manner to avoid damage by fire, flood, termites or any other pests.
• Electronic data storage must be safe from destruction by fire or flood and should take account of the risk of component failure of a single storage device. Electronic data is also to be backed-up off site.

Period of retention of Appeals Records

My CPE is to retain records relating to appeals handling for a minimum of five (5) years.

Destruction of Appeals Records

My CPE CEO is the only person who can authorise (in writing) the destruction of appeals handling records. Records are only to be authorised for destruction after the retention period has lapsed. Documents identified for destruction are to be shredded before being recycled.

Appeals Handling Procedure

My CPE will apply the following procedure to its appeals handling:

1. An appeal must be received in writing using the Request an Appeal of a Decision form. Appeals must be lodged within twenty-eight (28) working days of the decision or finding being informed by the person.
2. The complainant must be provided a written acknowledgement as soon as possible and no later than 24 hours from the time the appeal is received using the appeals written acknowledgment email template. The acknowledgement must inform the appellant that they will receive a written response within 14 days to explain the appeals handling process and the person’s rights and obligations.
3. The appeal must be entered into the complaints and appeals register. The complaints and appeals register identifies the appellant, relation with My CPE, nature of appeal, findings/outcomes, any links with the Continuous Improvement report and the dates received & closed. Prior to entering the appeals form into the register, check if the person has not already submitted an appeal, if it is accurately recorded or if it has been recorded as a subsequent contact.
4. The appeal is forwarded to the Chief Executive Office for review. The CEO will determine if the appeal requires further investigation or consultation (administrative appeal) or if the appellant is offered re-assessment with the option of additional training (assessment appeal).
5. The CEO reviews the outcomes of the investigation/consultation and determines the appeal response within an acceptable timeframe. The CEO is to use the appeals response letter template to advise the appellant of the findings and outcomes.
6. My CPE shall maintain the enrolment of the appellant during the appeals handling process.
7. Decisions or outcomes of the appeals handling process that find in favour of the learner shall be implemented immediately. If this is an assessment appeal, the candidate may agree to additional training whereby My CPE must provide this to the candidate and re-assessment must be completed. If the candidate is deemed not competent after re-assessment, they must meet with the My CPE Chief Executive Officer to discuss the assessment process and outcome.
8. The appellant is entitled to be heard with access to all relevant information and with the right of reply ensuring natural justice and procedural fairness is applied at every stage of the appeals process. If the appellant is dissatisfied with the appeal decision, they are to be referred to the complaints handling process.
9. My CPE must request written acknowledgement from the appellant once the appeal has been determined.
10. Appeals handling procedures should conclude with an analysis of the circumstances to identify any opportunities for improvement.
11. The appellant must be accurately updated and recorded in the Complaints and Appeals Register.

Your Privacy

My CPE takes the privacy of learners very seriously and complies with all legislative requirements. These include the Privacy Act 1988 and Australian Privacy Principles (effective from 12^th March 2014).

Here’s what you need to know:

• My CPE will retain personal information about you relating to your enrolment with us. This includes your personal details, your ethnicity and individual needs, your education background. We will also retain records of you training activity and are required to do this in accordance with the National Vocational Education and Training Regulator Act 2011 (Cth).
• Your personal information is retained within our digital filling system and our computer systems. Your information is collected via the enrolment form and through your completion of administrative related forms and based on your training outcomes. Hard copy files are secured in lockable filing cabinets which are monitored throughout the day and secured in the evening. Electronic data retained on our computer systems is protected via virus protection software and firewall protection. Our data is backed up continuously to a cloud platform which is secure.
• My CPE is required by the National Vocational Education and Training Regulator Act 2011 to securely retain records of AQF certification documentation issued for a period of 30 years specified within the Standards for NVR Registered Training Organisations. The retention of the AVETMISS data is sufficient to meet this requirement.
• The purpose of this is to enable your participation in accredited training to be recorded for future reference and to allow you to obtain a record of your outcome if required.
• Records of all assessments submitted by a VET student to the organisation or a third party must be securely maintained for a period of 2 years after the student has completed the training product.
• In some cases, we are required by law to make learner information available to Government agencies such as the National Centre for Vocational Education and Research or the Australian Skills Quality Authority. In all other cases My CPE will seek the written permission of the learner for such disclosure. My CPE will not disclose your information to any person or organisation unless we have written instructions from you to do so. If you require your records to be accessed by persons such as your parents, you need to authorise this access otherwise this access will be denied.
• You have the right to access information that My CPE is retaining that relates to you. Further instructions are provided on how to access records within the section titled “Access to your records”.
• If you have concerns about how My CPE is managing your personal information, we encourage you to inform our staff and discuss your concerns. You are also encouraged to make a complaint directly to us using our internal complaint handling arrangements outlined in this handbook. Under the Privacy Act 1988 (Privacy Act) you also have the right to make a complaint to the Office of the Australian Information Commissioner (OAIC) about the handling of your personal information. You can find more information about making a privacy complaint at the website of the OAIC located at: http://www.oaic.gov.au/privacy/privacy-complaints.
• Refer also to our Privacy Statement: https://www.mycpe.com.au/privacy-statement/