a) Undertake further training or instruction b) Undertake the assessment task again until they are deemed to be Competent’. ‘Pass Regional Qualifications Framework and Skills Recognition System The Qualifications Framework and Skills Recognition System’, also known as the ‘Regional is the overriding educational framework for the ASEAN region. ‘RQFSRS’ The purpose of this framework is to provide: A standardised teaching and assessment framework Mutual recognition of participant achievement across the ASEAN region. This includes achievement in individual Units of Competency or qualifications as a whole. The role of the is to provide, ensure and maintain assurance’ across all ‘RQFSRS’ ‘quality countries and educational providers across the ASEAN region. Recognition of Prior Learning (RPL) Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject. This process is a learning and assessment pathway which encompasses: Recognition of Current Competencies (RCC) Skills auditing Gap analysis and training Credit transfer. Code of practice for assessors This Code of Practice provides: Assessors with direction on the standard of practice expected of them Candidates with assurance of the standards of practice expected of assessors Employers with assurance of the standards maintained in the conduct of assessment. The Code detailed below is based on the International Code of Ethics and Practice (The National Council for Measurement in Education [NCME]): The differing needs and requirements of the person being assessed, the local enterprise and/or industry are identified and handled with sensitivity Potential forms of conflict of interest in the assessment process and/or outcomes are identified and appropriate referrals are made, if necessary All forms of harassment are avoided throughout the planning, conducting, reviewing and reporting of the assessment outcomes The rights of the candidate are protected during and after the assessment Personal and interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes The candidate is made aware of rights and process of appeal Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency
a) Undertake further training or instruction b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’. Regional Qualifications Framework and Skills Recognition System The ‘Regional Qualifications Framework and Skills Recognition System’, also known as the ‘RQFSRS’ is the overriding educational framework for the ASEAN region. The purpose of this framework is to provide: A standardised teaching and assessment framework Mutual recognition of participant achievement across the ASEAN region. This includes achievement in individual Units of Competency or qualifications as a whole. The role of the ‘RQFSRS’ is to provide, ensure and maintain ‘quality assurance’ across all countries and educational providers across the ASEAN region. Recognition of Prior Learning (RPL) Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject. This process is a learning and assessment pathway which encompasses: Recognition of Current Competencies (RCC) Skills auditing Gap analysis and training Credit transfer. Code of practice for assessors This Code of Practice provides: Assessors with direction on the standard of practice expected of them Candidates with assurance of the standards of practice expected of assessors Employers with assurance of the standards maintained in the conduct of assessment. The Code detailed below is based on the International Code of Ethics and Practice (The National Council for Measurement in Education [NCME]): The differing needs and requirements of the person being assessed, the local enterprise and/or industry are identified and handled with sensitivity Potential forms of conflict of interest in the assessment process and/or outcomes are identified and appropriate referrals are made, if necessary All forms of harassment are avoided throughout the planning, conducting, reviewing and reporting of the assessment outcomes The rights of the candidate are protected during and after the assessment Personal and interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes The candidate is made aware of rights and process of appeal Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency
AM_Clean_&_maintain_ind_work_area_&_Equip_refined.docx