Education Access Australia

 
Education Access Australia
17-35 Abbotsford Street,‎ West Melbourne, Victoria 3003, 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

Student Services

Home Student Services Student Support

Wednesday21 November 2018

Student Support

EAA provides a range of appropriate services to support international students during their enrolment with the college. The support services have been tailored to meet individual needs of students and provide prompt response to address a wide array of difficulties a student may face, thus ensuring student friendly approach to make their stay with EAA most enjoyable. EAA students can access our range of support services by either contacting one of listed staff below or via email at This email address is being protected from spambots. You need JavaScript enabled to view it.

Key Contact Details

Cheif Executive Officer Isaac Frenkel (03) 9654 3433
RTO Manager Raj Narayana (03) 9654 3433
Senior Marketing Manager Lily F Suriya (03) 9654 3433
Student Support Services (Mark Street) Esther Mokoroa (03) 9654 3433
Student Support Services (West Melbourne) Neetu Ahlawat (03) 9654 3433

Support Services

RTO provides support services depending on the needs of its clients and capacity to provide these services. Information is provided to learners about available support services and any external support arrangements through the Website and the Student Handbook.

RTO liaises with student, trainers and assessors, and other stakeholders to ensure that the type of intervention chosen is appropriate for the student and the training and assessment program. RTO monitors the delivery of support services and identifies improvements.

RTO provides resources and support to help students make the most of their time from the moment they commence their course till they graduate. RTO regularly consults with students to gather feedback on their experience at the RTO and continually strive to develop and improve the services. The result is a supportive and safe environment that plays a crucial role in ensuring that every student is able to perform at their best.

Assessing the support at the time of Application

The initial source of information used for determining support requirements is the Enrolment Form. If you indicate on your Enrolment Form that you have a possible Student Support requirement, RTO’s staff will contact you to discuss it further.

Student whose first language is not English will be asked provide evidence that they have adequate level of English as per the entry requirement at the time of application. Student who don’t have adequate evidence will be asked to complete an English placement test. Student who are with lower level of English than required will be asked complete an English course before commencing the course.

Student will also be asked provide evidence to meet the literacy and numeracy requirement as per the entry requirement. Students who is not be able to provide evidence will be asked to complete LLN test by the institute. Student who are identified of possible Student Support requirement, will be contacted by the RTO Manager to discuss it further.

The RTO Manager will further discuss the needs with the student to identify how the RTO can support the student. An individual support plan may be developed to assist the student through the course. Or, the student may be referred to an external service for support before enrolment – this might be to English language courses, lower level or more suitable qualifications delivered by the RTO or other providers.

A student may not be offered a place for enrolment if the RTO is not able to support the student in the course.

Assessing the support throughout the training

The RTO is aware that some student may exhibit learning difficulties or may have lower level of Language, literacy and numeracy skills, which were not accurately identified through their English Assessment result and course entry requirements or at the time of the pre-training review conducted prior to commencing the qualification.

RTO will provide access to additional academic and LLN support where these are identified and affect the students’ ability to successfully progress in the course.

Trainers will identify and report to the VET Coordinator, if a learner is facing challenges such as the: completing projects and assessments, study skills, time management, research skills and ensure that academic support and where required counselling services are provided.

Student course progress will be carefully monitored in line with the pre-determined course progress requirements and encouraged to access additional support where students does not meet course progress requirements.

VET coordinator or his delegate meets with those students and negotiate an intervention strategy will may involve one or more of the following support services to attend where required

  • Guide the students to enrol in an English course with another provider (eg: AMES Australia) for additional English language support
  • One on one (or a small group) support with the trainer
  • Provision of additional attempts to complete assessments
  • Project and assessment skills workshops
  • Extension of enrolment where students require additional time to complete the course (as part of intervention Strategy).

More over there is a range of support strategies is utilised based on best practice, grounded in educational and psychological theory. The focus is upon inclusive and supportive classroom teaching, teacher professional development and individualised support.

Support strategies available to learners include, but are not limited to:

  • the use of inclusive teaching practices
  • acknowledgment of a range of learning styles
  • adapting teaching strategies to reflect the needs of learners
  • using a variety of modified teaching and learning strategies
  • regularly revising delivery content
  • setting effective classroom management techniques
  • using partnering or “buddy” techniques
  • EAL support
  • assistance in the development of note-taking and assignment writing skills
  • allowing additional time to complete tasks

Follow Up Support

The student is invited to give feedback on the quality of services provided and raise any concern that might affect them meeting their needs.

This is by way of informal feedback (e.g. face to face discussion with trainer), or formal feedback by way of a Student Questionnaire and the Quality Indicators Learners Questionnaire.

The output of this process is used to either directly address a concern for an individual student and also to feed into the RTO’s Continuous Improvement process for systemic issues to be addressed and improved.

External Referrals

To ensure that we provide the highest level of support, the RTO will refer students to external companies as referral. Some of these support services may attract additional fees. If this is the case, you will be notified of the services to be offered and the fees which you will incur prior to the services being commenced. Example of external companies for referral

  • Study Melbourne Student Centre
  • Vision Australia
  • Learning Difficulties Australia
  • Disability Intake and Response Service
  • Centre for Developmental Disability Health Victoria
  • SANE Helpline
  • VicDeaf
  • BrainLink
  • Scope
  • Yooralla Community Learning and Living Centre
  • AREFEMI (Association of Relatives and Friends of the Emotionally and Mentally Ill)
  • Mental Health Foundation Australia (Victoria)

Internal Councelling Services

Councelor: Tess Reilly-Browne

Contact: 0427220052

Website: www.tesscounselling.com.au

Reasonable Adjustments

Reasonable adjustment will be provided for students with a disability or learning difficulty according to the nature of the disability or difficulty. Reasonable adjustments are made to ensure that the student is not presented with artificial barriers to demonstrating achievement in the program of study. Reasonable adjustments may include the use of adaptive technology, educational support and alternative methods of assessment such as oral assessment.

In assessing the competence of individuals, assessors must provide for reasonable adjustments to ensure the assessment principles of fairness and flexibility are addressed. However, assessors must be confident that reasonable adjustments do not compromise the outcomes of the unit and the integrity of the qualifications and Statements of Attainment issued as certification of achievement.

Where a candidate requires reasonable adjustments, assessors must decide what types of adjustments are needed and then make a judgment about whether these are ‘reasonable’ given the unit content requirements and specifications. The test of reasonableness is subjective but must be guided by the principles of assessment and the balance between them, as well as the rules of evidence.

Reasonable adjustments may take the form of additional support during the assessment process for example in the provision of particular equipment or software, or changes to the physical environment, or provision of support persons for physical disability or additional time. An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package.

Where reasonable adjustments have been applied, assessors should ensure the type of adjustments is recorded to guide any further assessments of the candidate and for validation purposes.

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