Access & Equity Policy

Access & Equity Policy


Further Education Training & Assessment must provide and maintain training services that reflect fair and reasonable opportunity, and consideration for all students and staff.

FETA will comply with its legal and moral duty to the rights and beliefs of course participants and prohibits discrimination towards any group or individual in any form and aims to ensure that vocational education and training are responsive to the individual needs of clients whose Age, Gender, Disability, Cultural or Ethnic Background & Socio-Economic Factor, Sexuality, Language Skills, Literacy or Numeracy Level, Unemployment, Imprisonment or Remote Location may present a barrier to access, participation and the achievement of suitable outcomes.

Our training programs are designed and wherever possible facilities are arranged to enhance flexibility of delivery in order to maximise the opportunity for access and participation by all students.

We do this by:

  • Promoting access to employment and training for all people regardless of gender, socioeconomic background, disability, ethnic origin, sexual orientation, age or race.
  • Ensuring training services are delivered in a non-discriminatory, open and respectful manner.
  • Ensuring all staff members are appropriately skilled in access and equity issues.
  • Providing reasonable access to learners of all levels.
  • Providing language, literacy and numeracy advice and assistance that help meet personal training goals.


In some Regulated Licensing instances restrictions may be in place. i.e.; High Risk Licensing may have a minimum age limit, Heavy Vehicle Truck licensing; students may be required by the Licensing body to comply with age tenure or undergo a full medical dependent upon the class of licence.



Ensure Access and Equity to all staff and students of Further Education Training & Assessment.



FETA aims to ensure that every participant gains the maximum benefit from participating in a particular course. Management practices are to ensure the welfare and safety of learners in all training and assessment situations. All trainers are highly qualified and experienced personnel who will give course participants support, advice and counselling whenever needed.

On enrolment/application FETA requests information about the applicant’s level/s of education, their country of birth and main language spoken, any disabilities and their current employment status. Students are encouraged to advise their trainer of any concerns or assistance that they may require.

A short Learning, Literacy & Numeracy (LLN) self-assessment is required from the applicant prior to the commencement of training. On completion, the staff member will determine if the student will require assistance to what level and how this will be supplied. If the Student is unable to complete the LLN test and the staff member believes the AQF level is beyond the student’s capabilities the student will be advised of the options available.

Support and program information is available from Adult Education Centre’s that offer LL&N support.

  • The Reading Writing Hotline – 1300 655 506 
  • Centrelink  - 132 850
  • Private consultants and training providers, FETA can assist in locating the appropriate body where possible.



Discrimination in the workplace takes place when a person is treated less favourably, or potentially may be treated less favourably than others, because of that person’s circumstances, characteristics or beliefs.

Further Education Training & Assessment is an equal opportunity employer and as such does not discriminate against, or favour target groups in either recruiting or training.  

Target Groups are defined as:

  • Aboriginal and Torres Strait Islanders
  • People with a disability
  • People from non-English speaking backgrounds
  • People in transition and other special groups (i.e. people re-entering the workforce, long term unemployed, sole parents, people with literacy problems, and those who have been institutionalised)
  • Women
  • People from regionally isolated communities



Direct discrimination includes actions by individuals and organisations, and takes place when a person or organisation or group of persons, is treated less fairly than others on the basis of stereotyped beliefs or views.



Indirect discrimination includes rules, practices or polices which appear to be non-discriminatory and equally applicable, but operate in such a way that certain groups of people are excluded without just cause.



Further Education Training & Assessment will apply easily defined and tangible rules in support of access and equity, namely:

  • All staff are to be given fair and reasonable opportunity to participate in relevant decision-making processes and the allocation of resources and services as required to fulfil their duties and responsibilities
  • All clients are to be given fair and reasonable opportunity to attend and complete training
  • All perceived deficiencies in the Access and Equity Policy are to be documented, rectified and recorded in the continuous improvement register. Deficiencies are to be investigated to determine whether a problem or policy discrepancy exists, and if so, the impact of that deficiency, how the policy should be amended to eliminate the deficiency and whether the suggested amendment is consistent with a ‘best practice strategy’



There are laws to protect those involved in the training system. This legislation makes discrimination and harassment in the provision of education, employment and the provision of goods and services unlawful.



Access to a safe work/training environment is a high priority for Further Education Training & Assessment.  All training environments are to be assessed daily for safety related issues.  Any issues highlighted are to be documented, rectified and recorded in the continuous improvement register.  Issues are to be minimised or rectified in accordance with relevant WHS legislation.



Further Education Training & Assessment is committed to ensuring that all student selection processes are fair, equitable and consistent with workplace performance, competency level and the Training Package requirements. Therefore, selection into programs is based upon the applicant student:

  • Meeting any pre-requisite qualifications or work experience
  • Meeting any age requirements that may be in place for a particularly course
  • Identifying any Student needs

Further Education Training & Assessment shall ensure that any applicants who do not meet entry requirements are advised of any appropriate pre-entry training they may take to meet eligibility criteria.



Further Education Training & Assessment is committed to the enrolment of students when the organisation has the capacity to deliver the course for which the student is enrolling and where the student has:

  • Applied in the prescribed manner
  • Meets the selection requirements for the relevant course
  • Agreed to abide by the organisation’s policies, procedures and code of conduct
  • Paid the prescribed fees



Further Education Training & Assessment is committed to providing support services and equal access to opportunities for students with a disability, in accordance with the provisions of the Current Disability Discrimination Act

Further Education Training & Assessment shall always respect a student’s right to privacy and confidentiality in relation to their disability and be sensitive to the needs of students with a disability.

Students with a disability are required to have the ability to fulfil the core requirements and satisfactorily complete competencies/learning outcomes within all courses to attain the relevant award. 

However, it is recognised that flexibility in arrangements may need to be implemented.

Such arrangements may be negotiated with the Further Education Training & Assessment CEO.





At Further Education Training & Assessment the CEO is appointed as the person responsible in relation to Client Equity.













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