Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania

Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania

International students are a significant source of revenue and are major purchasers of Australian education services.

The number of international fee-paying students enrolled in Australian universities in 1987 was 667. In 2007, there were 177 760, with 56 176 or 32 per cent of international students enrolled in Victorian universities.

In Australia today, there are 37 public universities, two private universities and around 150 private providers of education.

Four Corner’s well-promoted university program for international students with inadequate English did not contain endemic issues throughout the system. Although other universities were mentioned, the program focused on Murdoch U, citing documents and film-based academics with concerns.

Four Corners quoted a statement from Murdoch U about its compliance with academic standards, but this was from the management. The University of Tasmania however, which received little on-air attention, did not wait for the program to screen. Vice Chancellor Rufus Black stated that the review would “conduct a broad and profound health check on international admissions processes of the University.”

An internal working group led by Provost Jane Long will oversee admissions until external reviewer Hilary Winchester reports.

Education Minister Dan Tehan has raised concerns about the English language skills of international students with the independent regulator of Australia’s universities and asked for recommendations to strengthen admission standards.

Amid heightened scrutiny of Australia’s international education boom, Mr Tehan said he had received reports of students not having adequate language skills and sought information on any “systemic failure” in the sector’s adherence to standards.

“It has been raised with me that some international students studying in Australia may not have the appropriate English language skills to actively and appropriately participate in a higher education course of study,” Mr Tehan wrote to Anthony McClaran, chief executive of the Tertiary Education Quality and Standards Agency (TEQSA).

With Australia predicted to overtake Britain as the No.2 destination for international education, Mr Tehan said Australians should be “extraordinarily proud” of the sector’s success.

Australia has experienced explosive growth in international education over recent years — 14 per cent in 2018 — and it is now the nation’s third-largest export. In 2018, about 400,000 foreign students were enrolled in Australian universities.

The boom has led to concerns among academics and experts about foreign students being treated as “cash cows”, the impact on teaching standards, and potential complications stemming from the heavy reliance on Chinese students, who account for a third of international enrolments.

Wary of the overexposure to China as a source country, universities have begun to attempt diversification of their international student populations, which Mr Tehan said was “incredibly important”.

“Universities understand that. It’s why they have been developing the Indian market, it’s why they have been looking to Latin America and it’s why they have been looking to other Asian countries with a lot of success,” he said.

Mr Tehan also wants more international students going to regional universities, where he says the “welcome is a lot warmer” and students would feel less isolated than in the cities.

The National Tertiary Education Union responded strongly to the programme; “our very strong view is that every student who is enrolled, wherever they come from, must have a genuine opportunity to succeed. If universities enrol students who lack the skills necessary to do so, they have a duty of care to ensure that they provide the resources and support that students need to succeed,” national president Alison Barnes, said last night. “Disturbingly, many of our members are reporting that the increase in students who need assistance, especially international students, means that university staff simply cannot provide that help.”

This situation should have been avoided by following these ten student-centred principles:

  1. Educational provider must develop a thorough and well-planned risk management plan, framework according to The Australian and New Zealand Risk Management Standard AS/NZS 4360:2004 and regulatory standards and requirements.
  2. Quality Management System (QMS) and risk management should be included in the ongoing planning processes and committee meetings.
  3. Document policies and procedures to ensure students have adequate support to enroll and complete their Australian studies. You must have developed a written agreement with individual students that clearly documents the education services to be delivered, fees and charges payable and refund information as required under the regulatory requirements and legislative instruments. Make sure you do what you say!
  4. The student enrolment processes must follow regulatory standards and guidelines.
  5. The Genuine Temporary Entrant (GTE) requirements are strictly followed through
  6. Institutions have their own English-language tests to identify LLN needs of the students.
  7. Only the eligible students are enrolled in the Australian qualifications.
  8. Australian institutes are providing coaching and mentoring facilities to its students.
  9. Universities, as registered providers, should regularly review their contractual relationships with private providers to identify and mitigate the risks.
  10. The independent audits must have been conducted by the experts to ensure organisations comply with all the regulatory requirements and legislative guidelines.
May 28, 2019 News Comments Off on Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania

Your trainer and assessor files (Part 4 of 5)

In the last newsletter, we discussed the following:

  • ASQA Guidelines on “industry currency.”
  • How to stay up to date in terms of “industry currency.”
  • Factors that influence “industry currency.”
  • What is “industry current or currency period.”
  • The definition of vocational education and training currency.
  • Licensing requirements for trainers and assessors.

In part 4 of the series, we will discuss how to complete a compliant trainer matrix, trainer file and trainer files checklists.

Your RTO must maintain compliant and complete trainers and assessors file and records. It may take a substantial amount of time to develop a detailed staff matrix for the first time, but you will find it very useful to demonstrate compliance with the regulatory requirements after that.

The definition of a trainer matrix

The trainer matrix feature allows trainers and RTO administration to track and manage evidence that will support the requirements of vocational competencies, current industry skills, VET knowledge and skills and professional development (clauses 1.13 – 1.16 under Standards for RTOs 2015).

The trainer matrix, therefore, provides evidence of the qualifications and industry currency of trainers involved in program delivery, mapped to each unit they deliver and assess. A trainer’s matrix should be developed when a trainer is initially assigned to deliver and assess a unit/s. Existing trainer assigned should update their matrixes at least annually to record additional industry experience, trainer qualifications changes/upgrades and relevant professional development.  

ASQA Guidelines on “trainer matrix”:

There is no prescribed way of recording evidence of verification of trainer and assessor qualifications; this is an operational decision for each RTO. For example, RTO’s may choose to record the verification within their RTO’s trainer and assessor matrix. (FAQs https://www.asqa.gov.au/topic/trainers-and-assessors)

What must be included in a ”trainer’s matrix.”  

From the explanation above, it is evident that a skills matrix must include sufficient and unambiguous information:

(1) The document should be appropriately labelled and version controlled.

(2) The RTO’s name, code and contact details should be included

(3) Trainer name and contact details
 

(4) Department name and contact details, if applicable

(5) Information if it is for “initial registration or appointment as a trainer/assessor” or “annual update”.

(6) Information and details about the qualifications or unit/s of competency the trainer/assessor is training and/or assessing at the RTO.

(7) The Trainer/Assessor must include their work experience and qualifications that enable them to train and assess each unit of competency delivered. This information should be verified by bona fide qualification documentation, a resume, references and information which may be checked to confirm authenticity.   

  • Vocational competencies at least to the level being delivered and assessed;
  • Current industry skills directly relevant to the training and assessment being provided; and
  • Current knowledge and skills in vocational training and learning that informs their training and assessment

(8) You must record your vocational education and training (VET) work experience. Details and description of the duties, the name of the employer or organisation, the position held, and date/s and time worked.

(9) You must record your vocational education and training qualification and equivalence. Name of the course achieved, the institution from where it is obtained, and the dates received. This section can also be used for writing down other certificates and licenses obtained.

(10) You must record your training and assessment (TAE or equivalent) credentials and qualifications (according to clause 1.14 and clause 1.15). Please also include the following information:

Training and Assessment Credentials Required – Trainers

On or prior to 30 June 2019 (no equivalence)

  • TAE40110 or TAE40116* or
  • TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

From 1 July 2019 (no equivalence)

  • TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

Training and Assessment Credentials Required – Assessors

On or prior to 30 June 2019 (no equivalence)

  • Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
  • TAE40110 or TAE40116* or
  • TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

From 1 July 2019 (no equivalence)

  • Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
  • TAESS00001 plus one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or
  • TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

You must, therefore, have a Training and Assessment Qualifications section on your skills matrix and options to select the checkboxes or let the Trainer/Assessor write the training and assessment qualification/s they have acquired.

(11) Provide details of how you meet the vocational competence requirements of each unit you are delivering or assessing. This may be through holding the same unit of competency, holding an older version of the same unit and verifying there are no gaps, holding an older version of the same unit and providing details of how gaps have been addressed, other formal qualifications, professional development activities, evidence from work in the industry, etc.

Please ensure all areas of the unit of competency are addressed through the evidence provided. Provide examples and explain each criterion to ensure you have addressed all areas of the unit of competency. If the units are not equivalent (e.g. a Statement of Attainment for the specific unit/course has not been submitted), a mapping document must be provided to demonstrate how the units have been mapped to ensure vocational competency. In some cases, such mapping document may be provided by the RTO.  

(12) You must have a section to comply with the professional development requirements mentioned under Vet Quality Framework (VQF) Reference: SRTO 1.16

Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, the currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency-based training and assessment. Examples of professional development activities include:

  • participation in courses, workshops, seminars, conferences, or formal learning programs;
  • participation in mentoring, professional associations or other learning networks;
  • personal development through individual research or reading of publications or other relevant information;
  • participation in moderation or validation activities; and
  • participation in industry release schemes.

Identify any areas requiring professional development to address in the upcoming year. Where possible, identify where professional development may be undertaken. Once professional development has occurred, remove from this section and put the details in the appropriate sections of the skills matrix.

“The future professional development needs” must include the following professional development sessions:

  • Knowledge about the units of competency
  • Vocational training and learning knowledge
  • Industry currency
  • Assessment and/or learner resource validation
  • Competency-based training and assessment
  • E-learning/ technology and industry changes and their effect on VET training and assessment

(13) You must include the evidence of current knowledge and skills in vocational education and training to inform training and assessment practices (Vet Quality Framework Reference: SRTO 1.13c) The section may include the following fields: Activity, Organisation/person provided by, Dates Undertake, Time involved, Type of Activity, Knowledge or skills gained

(14) You must include a declaration and verification section to confirm that the information provided on the Trainer Matrix and any related documentation is true and accurate. You give permission to your employer to verify the accuracy of any information provided.

In short, a valid trainer matrix includes the following information:

  • Training Product/s delivered and/or assessed;
  • Mapping to the compliance and regulatory standards (Trainers and assessors’ clause 1.13 to 1.16 and Individuals working under the supervision of a trainer clause 1.17 to 1.20.);
  • Ongoing study towards completion of formal qualifications
  • PD and Industry currency in the last 12 months;
  • Employment history;
  • Positions held, employer, dates of employment;
  • Relevant industry experience/training;
  • Current appointments, memberships of professional/industry associations;
  • Professional development planned; and
  • Have a declaration and verification checklist   

It is also recommended that all resumes/CVs are verified for currency and authenticity through the undertaking of reference checks.

Who must complete the skills matrix in your RTO?

It is the responsibility of the trainer/assessor to confirm that the information presented in the skills matrix is complete, authentic and valid. Your organisation can follow a joint-effort to complete the skills matrix, where the administration or compliance department can develop the template, complete all training package criteria, and then you as a trainer and assessor review all information, fill in the gaps and ensure every statement is true, complete and valid.

The trainer file and checklist

An RTO must hold valid files for all Trainers and Assessors (this includes files for contractors and employees). A valid file includes the following information:

  • Compliance checklist
    • Trainer file checklist
  • Employment contract
    • A signed and dated copy of employment contract and offer letter
    • A signed copy of position description
  • CV/ Resume
    • A current copy of the trainer/assessor’s CV (usually updated on an annual basis)
  • Qualifications/ licenses/ checks
    • Evidence of vocational competencies
    • Evidence of industry currency
    • Evidence of VET currency
    • Training and assessment qualification
    • Vocational licenses/ tickets/ cards (as required)
    • National police clearance check
    • Working with children check
  • Performance management
    • Staff key performance indicators and appraisal (at least an annual basis)
    • Trainer observation forms (observation by RTO staff)
    • Trainer feedback forms (from students)
  • Induction
    • Staff induction checklist
    • Staff induction session
    • Staff handbook
  • Direct supervision
    • Direct supervision plan and documentation (as required)
  • HR/ Payroll/ Leave forms
    • Personal details form with bank details
    • Tax file declaration
    • Superannuation details
    • Business name confirmation (for contractors)
    • ABN and GST (for contractors)  
  • Insurances
    • Copy of professional indemnity insurance

Stay tuned for more… upcoming newsletters we will cover the following topics:

  • Part 5: Common errors and non-compliance identified in the trainer and assessor files.
  • Special edition on frequently asked questions and answers on trainer files.

You can purchase a trainer file kit (skills template, file checklist and other necessary forms such as induction, WHS etc.) at a special price of $250.00 (normally $650) by emailing info@caqa.com.au. Offer expires 30th June.

May 28, 2019 ASQA, Audits, News, RTO Comments Off on Your trainer and assessor files (Part 4 of 5)

Internal audits and why they are so important (Part 5 of 5)

In the first four parts of this series we discussed the following:

  • What are internal audits?
  • What are the benefits of conducting internal audits?
  • What is an audit scope?
  • What is usually included in an RTO internal audit?
  • Who can be an internal auditor?
  • Compliance costs and risks in terms of “risk management.”
  • The effective internal audit function
  • The requirement of conducting internal audits
  • The quality system of an RTO
  • Planning for internal audit and consideration

In this part, we will cover the following areas:

  • Part 5: Conducting and recording an actual internal audit   

Conducting and recording an internal audit

Internal audits are a key management control activity that ensures a consistent internal business process. It also enables the RTO to identify deficiencies in business processes and improvement opportunities. An internal audit is not carried out to identify defects, issues and problems in the processes, but to highlight areas of improvement that can improve the overall performance of the organisation. The main aim of an internal audit is to verify and ensure that the policies and practices of the organisation are implemented and followed and to inform senior management of any gaps in compliance.

If the organisation does not have staff that have the necessary skills and experience from having been part of recent audits, the organisation should involve an external party to provide audit services. One advantage of doing this is that you will receive an unbiased report as the auditor will look at your procedures with fresh eyes.

The aim of the internal audit is to assess the difference between what the quality system aims to achieve and what takes place in practice in an organisation.  

For an effective audit you need to ensure that:

  • The internal audit is conducted according to an internal audit schedule and/or audit plan
  • The internal audit charter is prepared and details the purpose, authority, what and when to audit, understand the scope and objectives of the audit activities, and the responsibility of the internal audit function at the organisation.
  • Internal audits can be conducted by using different methods such as documentation reviews, interviews and observations. Based on the scope and objective of the auditor, the audit can include any methodology or combination of all.
  • The auditor should sight and examine sufficient hard-copy or electronic records to verify; evidence of compliance with management system procedures; and effective implementation of processes and internal controls.
  • The audit needs to be conducted in a fair and unbiased manner.
  • The audit involves obtaining audit evidence and evaluating the evidence objectively
  • The audit should focus on identifying common causes and factors of non-compliance and give advice on how to eliminate them
  • Identify barriers to effective communication
  • All findings should be recorded using compliant audit tools and documents
  • An audit report needs to be completed, detailing the findings and submitted to the stakeholders

Planning and considerations after the audit activity:

  • You must ensure that the organisation maintains a quality system, where the RTO:
    • Follows policies and procedures
    • Compliant records are kept
    • Documents are controlled
    • Continuous improvement is implemented
    • Ensure the organisation meets compliance and regulatory requirements
  • You must prepare an action plan and complete each action item listed in the audit report
  • You must review and update your action plan on an ongoing basis
  • You must involve the auditor or independent consultant to review and assist you with completing the action items to ensure compliance has been met
  • Creating checklists for each process and procedure to follow makes it easy to maintain and review compliance and quality assurance

Stay tuned for more. Our next newsletters will cover the following topic:

  • Special edition on frequently asked questions and answers on internal audits.

Send us your questions regarding internal audit practices and procedures to be included and answered in our next special edition.
Our email address is info@caqa.com.au.

May 28, 2019 Audits, News Comments Off on Internal audits and why they are so important (Part 5 of 5)

ELICOS for the International Students (Part 1 of Part 3)

‘ELICOS’ stands for ‘English Language Intensive Courses for Overseas Students’. ELICOS programs are designed for students who require English language training before starting their formal studies in Australia. These programs are open to all, including people who are in Australia on a tourist or visitor’s visa and people who do not want to do any further study after their English classes are over. In these cases, however, restrictions may apply.

Who do the ELICOS standards apply to?

The ELICOS Standards apply to providers who deliver courses which are solely or predominantly of English language instruction to student visa holders in Australia.

What is the definition of ELICOS?

For the purposes of the ELICOS Standards, an ELICOS course is a course of education or training that is:

  • solely or predominantly of English language instruction; and
  • provided, or intended to be provided, to an overseas student as defined in section 5 of the ESOS Act.

Courses which do not fall within the definition of ‘ELICOS’ include, but are not limited to:

  • English language programs provided exclusively to non-student visa holders;
  • English as additional language programs or support services offered within the school sector as part of a school curriculum; and
  • Foundation Programs.

What is included in the ELICOS?

  • General English course, or a course in English for business, graphic arts, the hospitality industry, academic studies, or postgraduate studies.
  • English for employment opportunities
  • Special courses in preparation for the Cambridge University examinations, IELTS or TOEFL.
  • EAP programs aim to improve students’ English language and academic skills and are designed to prepare students for direct entry to a VET Qualification or Higher Education.

What are the benefits of having ELICOS programs on scope

There are a number of benefits of having ELICOS programs on your scope, such as:

  • English language improvement and advancement for international students.
  • You can offer pathway programs to international students who have not scored direct adequate English language proficiency score to start their formal studies in Australia.
  • You can offer language, literacy and numeracy support to the international students.
  • You can offer education and employment pathways to the students

Guidelines for regulatory authorities

The National Standards for ELICOS providers and courses (ELICOS Standards) are guidelines for regulatory authorities to make recommendations for acceptance of providers to be registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) under the ESOS legislative framework.

Who are ELICOS providers and their types?

ELICOS providers can be distinguished as

  • Stand-alone ELICOS only providers
  • Vocational education course providers
  • Higher education course providers

The status of English Language Teaching in Australia

Market Growth Trend (Calendar Years)

2012 – 95,000 ELICOS student enrolments

2013 – 115,000          

2014 – 137,000

2015 – 65,000 YTD Jan-Mar growth to 165,000 +

(figures https://internationaleducation.gov.au/research/International-Student-Data)

Our ELICOS course list includes the following:

If you are interested in adding ELICOS to your scope or you need quality assessment and learning resources, we have the following resources available:

  • General English – Elementary to Advanced (5 Levels)
  • English for Academic Purpose – Elementary to Advanced (5 Levels)
  • English for IELTS – Elementary to Advanced (5 Levels)
  • English for PTE – Elementary to Advanced (5 Levels)

We are currently developing resources for the following ELICOS resources:

  • English for Business
  • English for Travel and Tourism
  • English for Hospitality

Speak with one of our ELICOS experts today regarding how we can assist you with quality training and assessment resources and addition to scope. Send an email to info@caqa.com.au for more information.

Stay tuned for more… our coming newsletters will cover the following topics:

  • Part 2: Can ELICOS and VET co-exist? English language requirements to enroll in the course and length of the course
  • Part 3: Understanding the ELICOS Standards (In a nutshell)
  • Special edition on frequently asked questions and answers on ELICOS
May 28, 2019 CAQA Resources, News Comments Off on ELICOS for the International Students (Part 1 of Part 3)

The Quality Indicator data

The Quality Indicators provide valuable data for RTOs to identify areas for improvement in training and assessment services and to gauge how well it is meeting its clients’ needs.

The Quality Indicator data that is collected will also be used by the registering body in its monitoring of the quality of the RTOs’ operations to minimise the risk of poor-quality performance having a negative impact on clients or the standing of the Australian VET system. As a result of this monitoring, each RTO will have a risk profile, which will contribute to decisions about the scheduling and scope of auditing.

Data collection is a prerequisite for further analysis and action. If data do not exist, there is a risk that there will be no evidence-based change taking place in the organisation. The level of risk can be measured by investigating the nature of any documented and implemented quality improvement strategies, the nature of any data collection systems and, if applicable, what data can be used to assure quality.

Registered training organisations (RTOs) are required to collect and report data on three quality indicators:

  • competency completion
  • learner engagement
  • employer satisfaction

Competency completion data is collected as part of the AVETMISS reporting.


The Quality Indicators (QIs) data helps RTOs with continuous quality improvement through evidence-based and outcomes-focused indicators.  They also allow you to assess the risk of your RTO’s operations. ​

Data for the previous year must be submitted by 30 June; otherwise your RTO’s risk rating and registration may be affected.

Learner and employer​​ surveys

Nationally consistent data allows for benchmarking and encourages RTOs to discuss ways to improve training and assessment with other training organisations. It also allows you to:

  • gauge how well you are meeting your client needs
  • develop relationships with key learner and employer stakeholders
  • identify areas for improvement in training and assessment

Feedback provides a valuable source of information that you can use to improve your RTO’s performance.

To ensure consistency, RTOs are required to use specific templates for learner and employer surveys.  The templates are available from the website of the respective regulatory body your RTO is registered under. This allows data collection for the learner engagement and employer satisfaction quality indicators. ​

ASQA Guidelines:

Submit your 2018 quality indicator data (Published on 16 April 2019. By ASQA.)  

All RTOs are required to submit their 2018 quality indicator data by 30 June 2019. You can do this by completing the form on ASQA’s website and emailing it to qidata@asqa.gov.au.

The purpose of quality indicator reporting is to provide ASQA with a summary report of your RTOs performance against the learner engagement and employer satisfaction quality indicators. These indicators focus on:

  • the extent to which learners engage in activities that are likely to promote high-quality skills outcomes
  • employer evaluation of the overall quality of an RTO’s training and assessment

RTOs must gather and analyse this data each year. You are required to use the Learner Questionnaire and Employer Questionnaire which can be found on ASQA’s website.

You are exempt from submitting a quality indicator data report if:

  • your RTO was granted initial registration either by ASQA or another registering body after 30 June 2018
  • your RTO did not provide any nationally recognised training or assessment services through the calendar year 2018 and you reported an AVETMISS Nil return for 2018.

More information on your quality indicator reporting obligation can be found here.

You can also find more information on your RTO obligations for 2019 and access the checklist here.

Reference:

Quality indicator reporting. (n.d.). Retrieved from https://www.asqa.gov.au/vet-registration/meet-data-provision-requirements/quality-indicator-reporting

Reporting on quality indicators. (n.d.). Retrieved from https://www.vrqa.vic.gov.au/VET/Pages/reporting-on-quality-indicators.aspx

Quality Indicators. (2018, 11). Retrieved from http://www.tac.wa.gov.au/registration/Reporting_requirements/Quality_indicators/Pages/default.aspx

Do not forget to lodge your quality indicator data by 30 June 2019. You must follow the requirements prescribed by your regulatory body to complete the reporting.

May 28, 2019 ASQA, News, RTO Comments Off on The Quality Indicator data

First aid training under review after the death of a footballer from heat stress

The Australian Skills Quality Authority (ASQA) urged registered training organisations (RTOs) that give first aid training to revise their practices in the wake of the decision of the West Australian coroner on the death of a young soccer player.

The coroner found that the 15-year-old died after heat stroke during a rugby-league session. He received first aid and was taken to the hospital by ambulance, where he died of multi-organ failure.

The coroner discovered that the boy might have survived if the first aid workers had been trained in heat stroke in line with recent developments. He also recommended that heat-related agencies that train first aid workers consider changing the content of the training.

ASQA states that RTOs should immediately review and ensure training is compatible with new heat stroke advice for sports trainers and coaches.

ASQA has also reminded trainers of the need to ensure that these learners have to demonstrate CPR on an adult resuscitation manikin on the floor and not at the table.

See  ASQA advice.

May 28, 2019 ASQA, News, RTO Comments Off on First aid training under review after the death of a footballer from heat stress

VET Industry News 28-May-2019

28th National Vocational Education and Training Research Conference ‘No Frills’

28th National Vocational Education and Training Research Conference ‘No Frills’: 10-12 July 2019

NCVER and co-hosts TAFE SA are delighted to invite you to Adelaide this July for #NoFrills2019.

Presenters and delegates from across Australia and around the world will come together to explore the theme: The student journey: skilling for life.

The world of work is evolving, driven by rapid technological change in an increasingly global society. It’s almost certain that the skills we develop today won’t be enough to operate or compete effectively in the workplaces of tomorrow.

While every student’s journey is different, more and more research points to how workers must become lifelong learners so they can grow and evolve with their jobs.

VET plays a critical role in making this happen. For more Information, please click here.  

Employers need to do more to prepare for the digital future

Employers need to do more to prepare for the digital future of work or risk being left behind, according to a new report released by the National Centre for Vocational Education Research (NCVER).

The report Skilling the Australian workforce for the digital economy also reveals the degree to which digital technologies are being adopted in Australian workplaces is highly variable despite most employers acknowledging their importance. For more Information, please click here.  

International onshore VET graduate outcomes 2018

New data reveal 84.5% of international onshore students who completed a vocational education and training (VET) qualification with an Australian provider were satisfied with the overall quality of their training.

The report International onshore VET graduate outcomes 2018, compiled by the National Centre for Vocational Education Research (NCVER), provides a summary of the outcomes of international students who completed their VET qualification in Australia in 2017.

The report uses data collected in mid-2018 from the National Student Outcomes Survey.

Satisfaction levels were steady or fell slightly, with 87.5% saying they’d recommend their training (down 1.3 percentage points from 2017) and 84.8% saying they’d recommend their training provider (similar to 2017).

In terms of employment outcomes, 56.2% of international onshore VET graduates improved their employment status after training.  Of those employed before training, 21.0% were employed at a higher skill level after training.

For graduates looking for work after training, 92.4% reported facing at least one barrier, down 2.7 percentage points from 2017. The most commonly cited barrier was not having permanent residency or a work visa (47.6%), up 2.7 percentage points from 2017.

Around 47 600 international onshore VET graduates were invited to complete the survey, which collects information on students’ reasons for training, employment and further study outcomes and satisfaction with training.

It also provides information on the type of visa held by students.

International onshore VET graduate outcomes 2018 is now available from www.ncver.edu.au/publications.

Work Health and Safety – Training Products

Project 1G – Work Health and Safety (WHS) has been submitted to the Australian Industry and Skills Committee (AISC) for consideration. These WHS training products have been endorsed by the relevant Project Working Group and the Business Services Industry Reference Committee.

However, it is important to note that these materials have not yet been approved by the AISC – the committee is due to consider this work at its next meeting in June. If the Case for Endorsement is approved, the training products will be uploaded to training.gov.au within the pursuant eight weeks.

For more Information, please visit

https://www.skillsforaustralia.com/project-page/business-services-workplace-health-and-safety/

The role and function of small VET providers ”

EXTRACT

Given the number of smaller providers in the Australian vocational education and training (VET) system, this research aims to provide a better understanding of the role and function of these smaller providers in meeting the needs of learners.

We categorised registered training organisations (RTOs) into three sizes: small providers (those with fewer than 100 students enrolled in VET); medium providers (with between 100 and 999 students); and large providers (with 1000 or more students). We selected providers who remained in the same size category in 2015, 2016 and 2017. Schools were excluded from our analysis because they are RTOs in only some jurisdictions.

Accordingly, the findings reflect VET delivered by non-school RTOs with a stable number of students, in terms of their size category, between 2015 and 2017 (‘stable’ providers). These stable small providers made up 24% of providers within the scope of this research but had fewer than 1% of all students in 2017.

The analyses focused on training activity that occurred in 2017, which was the most recent data available and also ensured that students who were enrolled over multiple years were only counted once.

SOURCE: Patrick Korbel and Kristen Osborne. “The Role and Function of small VET Providers.” NCVER, 30 April 2019.

For more Information, please visit https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-role-and-function-of-small-vet-providers

Unique scholarship opportunity for VET experts

The Fulbright Program, in partnership with the Commonwealth Department of Education and Training, is offering funding for Australian VET experts to undertake research and/or training anywhere in the U.S. for 3-4 months.

The Fulbright Professional VET Scholarship suits employees within the vocational education and training sector, or training leaders in business and industry. It involves the undertaking of an educational program concerning current vocational education and training policy or practice, such as a short course and/or research. The outcomes of the scholarship must inform and benefit the wider VET sector in Australia.

Examples of those who may apply include:

  • employees, including teachers, managers, and administrators, of public and private registered training organisations and those who teach vocational education and training in dual sector universities.
  • people who are leading vocational education and training strategies within their business.

Preference will be given to those who have a record of achievement and are poised for advancement to senior levels.

Past awardees: Sean O’Toole (NSW Department of Family and Community Services to the State University of New York); Caroline Smith (Skills Australia to Rutgers University); Damien Pearce (Canberra Institute of Technology to the John Jay School of Criminal Justice).

Applications close Monday 15 July 2019.

May 28, 2019 News, VET Industry News Comments Off on VET Industry News 28-May-2019

How to avoid becoming another ASQA statistic

There are currently 3837 RTOs in Australia, down from over 4,400 RTOs in October last year. If your ASQA audit is scheduled in the next 12 months we would strongly recommend that you conduct an internal audit to identify your compliance risks, The best way to prepare for an ASQA audit is to have an external compliance expert conduct your internal audit and have someone external provide an unbiased review of your practices and processes. Do not let your staff members talk you into a false sense of security. 

Without recent ASQA audit experience you will not have a full understanding of the details that your upcoming audit will include, and the evidence that you will need to provide. Many CEOs and General Managers do not have a full understanding of the level of compliance that is required with regards to training and assessment materials, student files, trainer matrixes, policies and procedures etc all which is getting picked to pieces. What used to be assessed as compliant two to three years ago does not have a chance of passing a current audit.

Call us now on 1800-266-160 to schedule an internal audit. We can guarantee that there will be things in your RTO that will need to change and be amended before your ASQA audit, so don’t waste any more time. Having your registration cancelled and taking matters to the AAT will cost a lot more than an internal audit.

May 7, 2019 ASQA, News Comments Off on How to avoid becoming another ASQA statistic

Your trainer and assessor files (Part 3 of 5)

In the last newsletter we discussed the following:

  • The definition of vocational competency
  • ASQA Guidelines on “vocational competence”
  • The three C’s of Vocational competency related to demonstrating skills and knowledge in an “industry area”
  • Skills and knowledge in an “industry area”

In this part of the series, we will discuss industry currency, vocational education and training currency, licensing requirements and professional development requirements.

Your trainers and assessors must maintain industry currency to work as trainers and assessors in the vocational education and training sector.

The definition of industry currency

Industry currency and professional knowledge refers to the competence of an individual to perform their job role. The knowledge required in an occupation does not remain static, so employees need to continuously update their skills. As vocational education and training (VET) practitioners train the individuals entering these occupations, it is important for them to ensure that their industry knowledge and skills are current.

A clear and verified relationship between the trainer’s and assessor’s current industry skills and knowledge and the qualifications/units they deliver and assess must be established. This is to ensure the trainer and assessor has “current” knowledge and skills in terms of emerging technological innovations, regulatory and legislative changes and shifts in client demands. The industry usually does not use the term “Industry currency”.  For them it is either “professional competence” to encompass the concepts of currency, updating and upskilling or “industry relevance”, defining it as a solid grounding in the industry gained from being trained and employed in the industry.

ASQA Guidelines on “industry currency”:

To provide training that reflects current industry practice and valid assessment, your RTO’s trainers and assessors must maintain the currency of their skills and knowledge in both:

  • their industry area and,
  • vocational education and training.

It is also acceptable for an appropriately qualified trainer and assessor to work with an industry expert to conduct assessment together.

How to stay up-to-date in terms of “industry currency”

In many situations, trainers and assessors may be working in the industry sector and this can be used as evidence for industry currency. Where this is not the case, currency needs to be established through different mediums such as:

  • Attending trade events, workshops, conferences, technical seminars and other industrial events  
  • Reading industry magazines and journals (subscription and notes taken)
  • Undertaking online research (and have documented logs of these activities)
  • Engaging in industry networks
  • Participating in LinkedIn groups
  • Product manufacturer/vendor training  

Factors that influence “Industry currency”

  • Technology innovation
  • Changing legislation and regulatory requirements
  • Changes to industry practice
  • New and emerging skills and specialisations as work practices change
  • Technical skills being outdated through periods of non-use

What is “industry current or currency period”

Each RTO has to consider the relevant factors, ideally in consultation with industry, to determine an appropriate currency period. A lot will depend on how static the industry is or how fast it is developing and changing. In general anything that is 2 years old, or more will not be considered current.

The definition of vocational education and training currency

VET currency refers to the competence of an individual to work in the vocational education and training sector.

Current VET trainers/assessors must:

  • Develop knowledge and practice of vocational training and assessment, including competency based training and assessment competencies through continual professional development.
  • Undertake professional development that contributes to the demonstration of vocational training and learning requirements

How to stay up-to-date in terms of “VET currency”

  • Subscribing to VET and RTO newsletters and magazines. Make sure you keep a PD log of what you read, where you read it, what you learned and how you implemented the learning.
  • Participation in VET forums and discussions such as LinkedIn.
  • Participation in VET seminars, conferences and workshops (particularly the ones delivered by the regulatory bodies)
  • Enrolling in PD courses and workshops for RTO staff
  • Participation in resource writing and validation

Licensing requirements for trainers and assessors

If licensing requirements vary from the training package requirements, RTOs must ensure that all aspects of the training package are met. License requirements should be considered in addition to the requirements for the training package. For example, a white card is a mandatory work card required in Australia to be able to train and assess students working on a construction site.

Stay tuned for more… in our coming newsletters we will cover the following topics:

  • Part 4: How to complete a compliant trainer matrix and trainer files checklists
  • Part 5: Common errors and non-compliance identified in the trainer and assessor files.
  • Special edition on frequently asked questions and answers on trainer files.
May 6, 2019 ASQA, Audits, News, RTO Comments Off on Your trainer and assessor files (Part 3 of 5)

Internal audits and why they are so important (Part 4 of 5)

In the first three parts of this series we discussed the following:

  • What are internal audits?
  • What are the benefits of conducting internal audits?
  • What is an audit scope?
  • What is usually included in an RTO internal audit?
  • Who can be an internal auditor?
  • Compliance costs and risks in terms of “risk management”
  • The effective internal audit function
  • The requirement of conducting internal audits
  • The quality system of an RTO

In this part, we will cover;

Planning for an internal audit and considerations

Planning for an internal audit requires a lot of work and considerations, such as:

  • If you are using an external auditor for your internal audit, find a person who specialises in the area being audited. There is no point in paying for the services of an auditor who has no experience or qualifications in VET. It is also good practise to ask for references from other RTOs. Also keep in mind that if you are delivering qualifications that require additional auditing skills, like nursing qualifications, make sure that the auditor knows about ANMAC requirements. Additionally, if you are delivering qualifications that have licensing requirements, ensure your auditors knowledge is current.
  • Development of an internal audit schedule and/or audit plan is usually based on your educational organisation’s risk management plan. The internal audit schedule and/or audit plan which you will need to provide evidence against should include, but is not limited to, activities such as the following:
    • Compliance with the pre-enrolment and enrolment requirements
    • Marketing and advertising
    • Third-party services  
    • Maintenance of trainer and assessor currency
    • Assessment system
    • Complaints and appeals
    • Validation of assessment resources
    • Management of continuous improvement
    • Student support and welfare
    • Industry engagement and consultation
    • Fit and proper person requirements
    • Financial viability
    • Business planning and direction etc.
  • Preparation of a plan that shows how your audit activities are systematic, independent and that you have a documented process for obtaining audit evidence.
  • Ensuring that the RTO’s Quality System and documentation is available for the audit, such as:
    • The required policies and their accompanying procedures
    • Forms, templates, checklists and flowcharts to support the implementation of policies and procedures
    • Central registers to track and record your compliance activities
    • A compliance matrix that maps how each policy, procedure, form, template etc is related to the Standards.
    • Continuous improvement processes and practices

Stay tuned for more… our coming newsletters will cover the following topics:

  • Part 5: Conducting and recording an actual internal audit
  • Special edition on frequently asked questions and answers on internal audits.
May 6, 2019 Audits, News, RTO, VET Sector Comments Off on Internal audits and why they are so important (Part 4 of 5)

Ways to make the vocational education system more effective

The review led by the Honourable Steven Joyce, the former Skills Minister in New Zealand, looked at ways to improve the effectiveness of the vocational education system in providing Australians with the skills they need throughout their working lives. The report is available at https://pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-review-australia-vets.pdf.

Considering 192 valid submissions from individuals and organisations, the VET Review made a total of 71 recommendations centred around a six-point plan for change:

  • Strengthening quality assurance
  • Speeding up qualification development
  • Simpler funding and skills matching
  • Better careers information
  • Clearer secondary school pathways
  • Greater access for disadvantaged Australians

Steven Joyce proposes strengthening ASQA and quality assurance in the sector, pilot a new business-led model of Skills Organisations for qualification development, broaden work-based VET further into less traditional areas and “establishing a new National Skills Commission to start working with the States and Territories to develop a new nationally-consistent funding model based on a shared understanding of skills needs.”

For more information and to read the report, please visit theDepartment of the Prime Minister and Cabinet’s website.

May 6, 2019 ASQA, News Comments Off on Ways to make the vocational education system more effective

VET Industry News 06-May-2019

A plan for stronger Australia 

The Business Council of Australia has released a plan for stronger Australia.

Click here for more information

The Independent Sector Offers Better Outcomes At A Lower Cost – ACPET  

The independent Vocational Education and Training (VET) sector is highly efficient.  Domestically, it costs the government $2,400 per student trained by independent VET providers compared to $5,500 per student trained by public TAFE colleges.

Click here for more information

The Education Services for Overseas Students (ESOS) Regulations 2019 change as from 1 Oct 2019

The Education Services for Overseas Students (ESOS) Regulations 2019 were re-made on 4 April 2019, to replace the ESOS Regulations 2001, and are due to take effect on 1 October 2019.

There will be some minor changes, which mean providers will need to enter some additional information on PRISMS from 1 October 2019, such as:

  • information about education agents for every student enrolment;
  • the date a student took an English language test, if the student was required to provide evidence of their level of English language proficiency for the purposes of a student visa;
  • the class of student visa applicant a student falls within (commonly referred to as evidence exemptions), if a student was not required to provide evidence of their level of English language proficiency for the purposes of a student visa, and
  • information about students who have breached a condition of a student visa in relation to their course progress, including attendance.

DET will provide support materials to assist providers, such as a factsheet and instructions on how to use new features in PRISMS, in the lead-up to the commencement of the Regulations 2019 on 1 October 2019.

Click here for more information

May 6, 2019 News, VET Industry News Comments Off on VET Industry News 06-May-2019

CAQA New Resources (06 May 2019)

Compliance products from Compliance and Quality Assurance (CAQA)

The following compliance products are available:

  • Policies and Procedures for an RTO
  • Policies and Procedures for a CRICOS RTO
  • Policies and Procedures for an ERTO
  • RTO forms and flow charts
  • RTO student handbook (pre-enrolment and post-enrolment)
  • RTO staff handbook
  • RTO compliance registers
  • Training and assessment strategies
  • Internal audit guidelines and template pack
  • CRICOS student orientation kit
  • CRICOS audit guidelines and template pack
  • Pre-training enrolment pack
  • Marketing materials (customised to your RTO)
  • Marketing audit pack (checklists and policies)
  • Recognition of prior learning (RPL) kits
  • Continuous improvement documentation
  • Assessment validation documentation for review of assessor judgements and assessment tools
  • Internal auditing templates
  • Staff recruitment, induction and professional development documentation
  • Strategic and business plan templates
  • RTO registration financial viability pro forma documentation
  • Workplace delivery documentation

We are happy to provide a package price, contact us to discuss your compliance requirements!

New Information Technology resources

The following resources are now available for purchase. The assessment and learner resources have been developed by subject matter experts from the ICT industry. All resources have been checked by external validators to ensure they comply with training package requirements and industry expectations.

  • ICT10115 – Certificate I in Information, Digital Media and Technology
  • ICT20115 – Certificate II in Information, Digital Media and Technology
  • ICT30118 – Certificate III in Information, Digital Media and Technology
  • ICT40118 – Certificate IV in Information Technology
  • ICT40315 – Certificate IV in Web-Based Technologies
  • ICT40418 – Certificate IV in Information Technology Networking
  • ICT40518 – Certificate IV in Programming
  • ICT40915 – Certificate IV in Digital and Interactive Games
  • ICT50118 – Diploma of Information Technology
  • ICT50915 – Diploma of Digital Media Technologies
  • ICT50415 – Diploma of Information Technology Networking
  • ICT50818 – Diploma of Systems Analysis and Design
  • ICT50718 – Diploma of Software Development
  • ICT50615 – Diploma of Website Development
  • CUA51015 – Diploma of Screen and Media
  • ICT60215 – Advanced Diploma of Network Security
  • ICT60515 – Advanced Diploma of Computer Systems Technology

Accounting resources

We have developed these assessment resources for a number of TAFE’s and the resources are now available for your RTO. The list of qualifications includes the following:

  • FNS30317 Certificate III in Accounts Administration
  • FNS40217 Certificate IV in Accounting and Bookkeeping
  • FNS50217 Diploma of Accounting
  • FNS60217 Advanced Diploma of Accounting

Community service resources

Our Community Services’ assessment and learner resources have been developed by instructional designers and subject matter experts with extensive experience and background in the community services sector. All training and assessment resources are also internally and externally validated by compliance experts. The list of qualifications includes the following:

  • CHC33015 Certificate III in Individual Support
  • CHC43015 Certificate IV in Ageing Support
  • CHC43115 Certificate IV in Disability
  • CHC52015 Diploma of Community Services
  • CHC62015 Advanced Diploma of Community Sector Management

RII – Resources and Infrastructure resources

We have developed these assessment resources. Including the following:

  • RII20715 Certificate II in Civil Construction
  • RII30915 Certificate III in Civil Construction

Coming soon

  • HLT54115 – Diploma of Nursing (available from mid-2019) – A number of units of competency are now available for purchase from January 2019.

The VET Sector Website

A new website is coming soon to cover all the latest news, opinions, views and blogs. More details in our next newsletter.

May 6, 2019 CAQA Resources, News Comments Off on CAQA New Resources (06 May 2019)
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