Education Access Australia

 
Education Access Australia
480 Elizabeth Street,‎ Melbourne, Victoria 3000, Australia
Phone: +61 3 9654 3433 | Fax: +61 3 9654 3455 | Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
ABN: 45 101 976 596. CRICOS No: 02450B, RTO ID: 21265

Home Prospective Students International Students Admission Process - Domestic Students

Saturday25 November 2017

Admission Process - Domestic Students

This policy and procedure is applicable for domestic students enrolled at EAA under the Victorian Training Guarantee. Application for admission as a domestic student must be made using the Application for enrolment - domestic. Students must complete all the fields in the Application and send the completed application to EAA along with supporting documents. Completed Application for enrolment is processed by authorised admissions officer and the application assessed on the basis of the information supplied by the student and eligibility criteria for the course and VTG funding criteria. The participants for each program offered by EAA will be selected in a manner that reflects access and equity principles. Completion of the Application for enrolment does not imply that EAA will make an offer to the student. When prospective students apply to EAA to study, the following procedure applies:

Procedure
EAA will follow the following step by step process once completed application along with all supporting documents are received from the applicant.

  1. All the required information is completed on the application form including signature of applicant and date.
  2. Admissions officer will assess the applicant’s previous educational qualification(s) (either obtained in Australia or overseas) necessary for studying at the required level of the proposed qualification.
  3. Evidence of English language proficiency sighted by the admissions officer. Generally, if an applicant was born in an English speaking country or has completed 12 years of schooling in English, he/she will be considered meeting this requirement.
  4. Admissions officer will assess the applicant's eligibility for VTG funding.
  5. An Authorised delegate of EAA will complete the Evidence of Eligibility and Student Declaration form. An authorised delegate of the EAA is defined as:


an employee of EAA who has been formally delegated this function from the CEO in writing

or
a duly authorised agent of the EAA, and a legally binding agreement between EAA and the agent is in place.

  1. Admissions officer will assess the applicant's eligibility under specific initiatives of VTG.
  2. Eligibility assessment processes will involve informative discussions with applicant, as well as comprehensive assessments of the circumstances against the eligibility requirements of the Service Agreement
  3. The applicant is given an LLN assessment test to determine the required LLN support for the completion of the course, if required
  4. If the applicant’s educational qualifications do not meet EAA’s admission requirements, other factors may be considered at the discretion of EAA and in accordance with entry requirements of course(s) as per the training package. These other factors may include:Complete the Domestic student eligibility and document checklistDetails of the student entered into the student management system and hard copy of application along with supporting documents for VTG eligibility and specific initiatives, if applicable are filled in the student file.Applicant will be sent an offer letter by the admission's officer generated from eBECAS
    • Mature age,
    • Work experience,
    • Attitude and aptitude,
    • Previous academic results,
    • Attendance rate in the previous college,
    • Ability and skills to function in an academic environment,
    • Possibility to succeed in his/her academic endeavors.

Applicants wishing to accept the offer must pay the fee requested in the letter of offer. Once the fee is received by EAA, the admission officer will:

  1. Confirm the enrolment in eBECAS
  2. Send a welcome pack and email to the student
  3. Inform the student support officer, if LLN support is required by the student
  4. Admin Manager will do an internal audit on an ongoing basis for the applications finalised during the week to ensure all applications have required supporting documents and the application form are duly signed and dated.
  5. Any discrepancies found during the process will be immediately rectified by the Admissions officer

General Entry requirements
Applicants who meet the selection criteria will be approved for enrolment in EAA courses. In line with government policy, students with disabilities are fully encouraged to participate in training. Specific entry requirements for each course are listed in the individual course brochure available from EAA . Prospective applicants are strongly advised to carefully read and consider the entry and course requirements before applying for admission at EAA.

Language Literacy and Numeracy
Students undertaking EAA courses will require language, literacy and numeracy capacity equivalent to the Australian Core Skills Framework (ACSF) descriptors' as below:

Qualification Level Learning Reading Writing Numeracy Oral Communication

Cert I and Cert II

Asks a trainer or peer for assistance

Expresses a desire to improve skills, e.g. numeracy or reading skills

Establishes a suitable place for independent study

Takes required materials to training

Reviews word list/definitions/spelling

Saves notes in a labelled folder

Uses a diary or a planner to record training commitments, term dates and holidays

Identifies other learning supports, e.g. a computer in a public library or a bilingual dictionary

Recognises own name and personal details

Locates the time and place of classes on a weekly timetable

Reads a short, simple biography about a peer

Locates some specific information in a simple diagram, e.g. follows a campus map

Reads and fills in a simple form, e.g. an application form

Identifies operating hours of facilities, e.g. the library or computer room

Follows simple pictorial instructions, e.g. how to turn on a computer

 

Reads a personal word reference list, which may include photos or diagrams to support understanding

Types own personal details into a computer-assisted learning program

Writes one or two sentences to support an application, e.g. for a further English class within the same centre

Records class dates on a calendar

Uses a diary to record information from notices and information sheets, e.g. class times or appointments

Completes and signs a simple enrolment form, e.g. name, address and phone number

Completes a report by writing short, simple text appropriate to purpose

Knows the costs of public transport to get to classes/training

Compares and discusses with classmates what metric units are appropriate for measuring a range of characteristics or features relevant to the course being studied, e.g. personal height and weight in a fitness course, or the mass and volume of ingredients in a hospitality course

Uses a calendar to record information related to education or training dates, e.g. class term dates or due dates for assessments

Reads times in familiar texts, e.g. class times

Gives oral directions, using common language of space, distance and direction, for getting from one familiar place to another, e.g. directions to a classmate to get to the canteen or a snack shop

Discusses specific information located in simple graph or chart related to the course being studied, e.g. in a chart published in a recent newspaper or a TV report about the latest political poll

Makes and responds to simple enquiries relevant to personal needs, e.g. asks about a training program advertised on a notice board or asks for directions to a training room

Exchanges highly familiar information, e.g. introduces self to class and listens to the introductions of others, responding appropriately

Exchanges information in order to complete a group task, e.g. indicates a need for, or availability of, a particular technology or support

Listens to suggestions and participates in a negotiated group activity, e.g. comes to an agreement about a meeting time and a place for a class excursion

Asks questions and follows specific information or an instruction, e.g. how to key in ID information to access a computer program, or use equipment in a learning centre or library

Gives short, straightforward instructions consisting of one or two steps, e.g. provides directions to the canteen, nearest emergency exit or office/reception/student administration area

Listens to and follows brief, simple instructions to complete learning activities, e.g. turn to the person next to you and say 'good morning, how are you today?'

Certificate III and Cert IV

Engages with others to carry out group activities

Attempts to take the trainer's feedback into account when practising new skills

Follows a template to develop a simple learning plan

Develops a simple grid to collate information from a class survey

Self corrects own text on the computer using a spellchecker, word lists or bilingual dictionary

Uses a format facility on the computer to find out how to change fonts or bullets

Uses a small range of e-learning resources, e.g. DVDs or software programs

Creates a folder on a computer to save work or relevant information

Uses a computer to search for possible courses

Independently updates own personal dictionary/word list

Uses PC icons on the toolbar, e.g. font, underline or bold

Interprets instructions which combine pictorial and written information, e.g. uses established log-in routine to access computer based learning materials

Finds information about courses of personal or vocational interest

Reads and retells the main points of a short story or newspaper article of own choice

Reads an email from the teacher/trainer about a change of class time

Uses the calendar in a mobile phone to record appointments and term dates

Reads entries in a training log book

Extracts information from a simple text, e.g. identifies the names and tasks on a group project plan or an email from the teacher/trainer about a change of class time

Creates a short report, e.g. describes previous English classes or another training course

Completes a training log book or diary with familiar information

Writes a list of tasks to be completed by members of a project team, e.g. an action plan

Writes a brief dot-point statement about information provided in a training session

Writes a brief text expressing an opinion, e.g. for a training provider's learner suggestion box

Writes a short description of an item for sale to be placed on a student notice board/e-board

Writes a paragraph suggesting improvements, e.g. longer class times or improved facilities at the student lounge/canteen

Completes familiar detail on an application form, e.g. to apply for computer access

Contributes to a short report summarising a group response

Writes a note of explanation, e.g. explains own absence in a note to the teacher/trainer/manager

Orders and compares familiar and predictable sets of data arising from a course of study and comments on the data in collaboration with others

Uses familiar timetables and fare information to estimate the cost and time taken to get to a course/training venue

Reads and discusses data from simple charts or tables provided as part of course materials/handouts in a course of study, and comments on the data

Uses a calculator to undertake familiar and predictable numerical calculations (the four operations with division and multiplication by small whole number values) required as part of a course of study, e.g. can calculate an increase of 25% on a set of relevant values

Participates in an informal conversation, e.g. exchanges greetings with and expresses opinion to a fellow class member, asks questions and makes comments that expand ideas, or seeks clarification

Follows instructions to use distance education computer software to join in a discussion

Listens to short, explicit instructions to learn new procedures needed to complete a task, e.g. follows instructions to download software for a specific purpose

Receives and passes on straightforward messages, e.g. variations to a training timetable or due by date for assessment

Participates in a face to face oral exchange, e.g. enquires about training opportunities

Listens to information provided orally on a topic and responds appropriately

Asks questions to clarify information and instructions

Advanced Diploma

&

Diploma

Attends an information session and follows the enrolment process for a chosen course

Works with a partner or group on a short research project

Uses subheadings to organise key information for a presentation

Develops and uses personal organisation systems such as files, notebooks, folders and checklists

Lists references to be used for independent study

Interprets visual representations of information such as diagrams and illustrations and comments on the usefulness of these to own learning

Approaches information professionals for assistance with information searches

Participates in a learning support group

Uses text organisers in books and manuals as an aid to locating information, e.g. table of contents, indexes or drop down menus

Follows information presented in manuals, instructions and technical drawings, e.g. an equipment instruction manual

Identifies relevant information from a range of written texts, e.g. identifies specific information in an online course handbook or locates information on an intranet

Reads and interprets diagrams and graphs that are unambiguously presented, e.g. pathways of classes/subjects

Interprets information from a graphic, table or chart to form an opinion, predict a trend or make recommendations

Reads a narrative of choice and discusses the author's presentation of characters, events or ideas

Explains key differences of presentation and layout in a range of texts presenting similar information, e.g. a website, brochure, manual or magazine article

Reads a diagram and comments on how information supports or refutes a particular point of view, e.g. how statistics on road fatalities presented in a graph might be used to justify stricter road rules

Prepares an assignment or written project report which may include graphs or diagrams for a specified purpose

Takes coherent notes from a public lecture or training session

Uses a range of software packages to complete assignments, e.g. a word processing package, a spreadsheet, email or the internet

Uses functions such as format, copy and paste to integrate/save/transfer information for assessment

Uses a spell checker with an awareness of its limitations

Uses email for routine communication with co-learners and the teacher/trainer

Documents detail of on-the-job training in a log book

Completes a training evaluation or feedback form

Uses a calculator and/or a spreadsheet to undertake the numerical calculations required as part of a course of study and discusses the results, e.g. the impact of percentage increases and decreases on values, profit and loss statements, and analysis of the state or national economy

Uses familiar timetables and fare information to estimate the total daily time taken and total weekly travel costs to get to and from home to a course/training venue

Collects, collates and discusses data from a survey undertaken and prepares a report, e.g. makes a PowerPoint presentation on data that includes a routine chart or graph

Measures a number of different quantities to make a product according to given specifications, e.g. to follow a recipe (hospitality course) or to build a wooden box (building and construction course)

Presents narrative by telling a story to a co-learner or colleague, adjusting language as appropriate to the audience

Works with a partner to develop an oral presentation

Listens to or views a persuasive text and discusses the main idea by identifying key features supporting the intended message, e.g. a TV advertisement, public notice, political advertisement or documentary

Provides information on how own skills meet a criterion, e.g. for internal promotion or transfer, or prerequisites for a training course

Expresses an opinion and makes a suggestion regarding an assessment procedure

Listens to spoken instructions and chooses appropriate action, e.g. how to organise course materials and complete work, including electronic storage

Presents information to a small group on a particular topic and responds to questions

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