Aged care facing impending shortage of 110,000 workers, report finds

Urgent action is needed to address a looming shortage of at least 110,000 aged care workers over the coming decade, including boosting pay and conditions and creating a new dedicated migration path to boost the labour force.

The stark warning is contained in a new report to be released by the Committee for Economic Development of Australia (Ceda) on Tuesday. The report says unless the Morrison government takes action now, Australia’s aged care workforce shortage will balloon to more than 400,000 workers by 2050.

The report finds Australia has failed to prepare for “the human challenge at the centre of aged care” by building a workforce that is both big enough and well-equipped to meet community expectations.

Fore more information please click here.

September 21, 2021 News, VET Industry News Comments Off on Aged care facing impending shortage of 110,000 workers, report finds

Morrison Government marks National Skills Week 2021 with highest funding for skills and training in Australian history

The Morrison Government has marked National Skills Week 2021 by reminding Australians of the incredible opportunities of a skilled career as hundreds of thousands make use of the skills and training pathways guaranteed through record levels of federal funding.

Given the massive demand for skilled workers it is also a great reminder that it is never too late to take up a new trade or to upskill through Australia’s world-class vocational education and training sector.

National Skills Week will see events and webinars held across the country aiming to help Australians unlock their potential and gain real skills for real careers.

For more information, please click here.

September 21, 2021 News, VET Sector Comments Off on Morrison Government marks National Skills Week 2021 with highest funding for skills and training in Australian history

The changing career expectations of Australian teens

New analysis reveals the occupational aspirations of Australian girls have become more concentrated over time, while those of Australian boys have become less concentrated.

The latest issue of ACER’s Snapshots series examines data from the 2018 OECD Programme for International Student Assessment (PISA) about Australian students’ occupational aspirations and the roles they expect to be engaged in when they are around 30 years of age.

Around 10,000 Australian 15-year-olds, or 75 per cent of the nationally representative sample of students that participated in PISA 2018, responded to the question, ‘What kind of job do you expect to have when you are about 30 years old?’ There were significant differences in occupational expectations between girls and boys.

For more information, please click here.

September 21, 2021 News, VET Industry News Comments Off on The changing career expectations of Australian teens

How the Australian VET sector is changing

The National Centre for Vocational Education Research (NCVER) has released the latest data on Total VET Activity.

Looking at program enrolments (full qualifications, accredited courses and skillsets) in TAFEs and private providers the data shows that government funded enrolments in TAFE have been largely static at a national level for the last five years (although state-based data below shows some differences by jurisdiction). In the same period as TAFEs have responded to changes in government policy, funding and restructuring in different jurisdictions, there has been a notable decline in their domestic fee-for-service enrolments, and their international enrolments have been in decline from a low base.

For private providers there was a decline nationally in government-funded enrolments from 2016 – 2018 but a subsequent increase in the last two years. Domestic fee-for-service enrolments have dropped, albeit off a high level, and international student enrolments grew year-on-year including last year with the border closed.

For more information, please click here.

September 21, 2021 VET Industry News Comments Off on How the Australian VET sector is changing

The VET Sector News II- September 2021

How the Australian VET sector is changing

The National Centre for Vocational Education Research (NCVER) has released the latest data on Total VET Activity.

Looking at program enrolments (full qualifications, accredited courses and skillsets) in TAFEs and private providers the data shows that government funded enrolments in TAFE have been largely static at a national level for the last five years (although state-based data below shows some differences by jurisdiction). In the same period as TAFEs have responded to changes in government policy, funding and restructuring in different jurisdictions, there has been a notable decline in their domestic fee-for-service enrolments, and their international enrolments have been in decline from a low base.

For private providers there was a decline nationally in government-funded enrolments from 2016 – 2018 but a subsequent increase in the last two years. Domestic fee-for-service enrolments have dropped, albeit off a high level, and international student enrolments grew year-on-year including last year with the border closed.

For more information, please click here.

The changing career expectations of Australian teens

New analysis reveals the occupational aspirations of Australian girls have become more concentrated over time, while those of Australian boys have become less concentrated.

The latest issue of ACER’s Snapshots series examines data from the 2018 OECD Programme for International Student Assessment (PISA) about Australian students’ occupational aspirations and the roles they expect to be engaged in when they are around 30 years of age.

Around 10,000 Australian 15-year-olds, or 75 per cent of the nationally representative sample of students that participated in PISA 2018, responded to the question, ‘What kind of job do you expect to have when you are about 30 years old?’ There were significant differences in occupational expectations between girls and boys.

For more information, please click here.

Morrison Government marks National Skills Week 2021 with highest funding for skills and training in Australian history

The Morrison Government has marked National Skills Week 2021 by reminding Australians of the incredible opportunities of a skilled career as hundreds of thousands make use of the skills and training pathways guaranteed through record levels of federal funding.

Given the massive demand for skilled workers it is also a great reminder that it is never too late to take up a new trade or to upskill through Australia’s world-class vocational education and training sector.

National Skills Week will see events and webinars held across the country aiming to help Australians unlock their potential and gain real skills for real careers.

For more information, please click here.

Aged care facing impending shortage of 110,000 workers, report finds

Urgent action is needed to address a looming shortage of at least 110,000 aged care workers over the coming decade, including boosting pay and conditions and creating a new dedicated migration path to boost the labour force.

The stark warning is contained in a new report to be released by the Committee for Economic Development of Australia (Ceda) on Tuesday. The report says unless the Morrison government takes action now, Australia’s aged care workforce shortage will balloon to more than 400,000 workers by 2050.

The report finds Australia has failed to prepare for “the human challenge at the centre of aged care” by building a workforce that is both big enough and well-equipped to meet community expectations.

Fore more information please click here.

Australian border closures blamed for $2.7bn ELICOS related loss

Border closures related to the pandemic in Australia will see the country’s economy AU$2.7 billion worse off due to losses in income that would usually be generated by the ELICOS sector, according to a new analysis.

For more information, please click here.

Extra $3.2m to boost support for vocational education and training

A new funding model, backed by a $3.2 million investment, will help government schools to support their students into industry-endorsed Vocational Education and Training (VET).

Under the new arrangement, government schools will receive top-up funding of $300 for each student, or $600 for each eligible student with a School Card, enrolled in a VET qualification as part of a Flexible Industry Pathway (FIP).

The money will go directly to the school to support them with the implementation of the VET for School Students policy.

For more information, please click here.

Australia’s manufacturing sector to be revived as a result of COVID-19

IBSA Group, a workforce skills program developer, in support of National Skills Week next week, reports that Australia’s manufacturing sector will be reignited as a result of COVID-19.

More job opportunities and skills-based apprenticeships are likely to be created, due to more companies manufacturing in Australia rather than abroad, IBSA Group CEO Sharon Robertson said.
“Governments are also committed to substantial funding to re-skill our workforce in response to these challenges, which is incredibly encouraging and exciting for Australia’s manufacturing and related industries,” Robertson said.

For more information, please click here.

U.S. Invests $220M in Artificial Intelligence Research Institutes

The U.S. Department of Agriculture’s National Institute of Food and Agriculture (USDA-NIFA) and the U.S. National Science Foundation (NSF) announced a $220 million investment in 11 new NSF-led Artificial Intelligence (AI) Research Institutes. USDA-NIFA and other agencies and organisations have partnered with NSF to pursue transformational advances in a range of economic sectors and science and engineering fields — from food system security to next-generation edge networks.

In the tradition of USDA-NIFA investments, these new institutes leverage the scientific power of U.S. land-grant universities informed by a close partnership with farmers, producers, educators and innovators to provide sustainable crop production solutions and address these pressing societal challenges. These innovation centres will speed our ability to meet critical needs in the future agricultural workforce, providing equitable and fair market access, increasing nutrition security and providing tools for climate-smart agriculture.

Director of USDA-NIFA

For more information, please click here.

China Revises Law to Advance Innovation in Science, Technology

Chinese national lawmakers began deliberating a draft revision to the law on scientific and technological progress, as the country seeks to advance the quality and efficiency of its innovation in science and technology.

The draft was presented to the ongoing session of the Standing Committee of the National People’s Congress for its first reading. The lawmakers would add three chapters to the existing law which are “basic research,” “regional scientific and technological innovation” and “international scientific and technological cooperation”.

For more information, please click here.

Afghan women at university will study separately from men, the Taliban say

The new Taliban government says Afghanistan’s education system had changed since their last time in power. But women will only be allowed to study in gender-segregated classes and Islamic dress enforced.

For more information, please click here.

Canada: students worry about unaffordable course withdrawal

International students enrolled at Canadian institutions have said they are unable to withdraw from their courses and get refunds due to college policies and visa processing delays.

For more information, please click here.

Internationals contribute £28.8bn to UK economy yearly

International students in the UK contribute £28.8 billion to the country’s coffers annually – an equivalent of every citizen being on average of £390 better off – new analysis has revealed.

For more information, please click here.

‘It’s so hard’: how the pandemic upended young people’s career paths

Remote learning and its detrimental effect on their study have forced many teenagers to rethink tertiary education.

For more information, please click here.

India urges Australia to address students’ difficulties due to travel restrictions

India on Saturday urged Australia to sympathetically address as soon as possible the difficulties being faced by Indian students due to the travel restrictions put in place by that country in view of the COVID-19 pandemic. The issue was taken up during deliberations when External Affairs Minister S Jaishankar and Defence Minister Rajnath Singh held the inaugural ‘two-plus-two’ dialogue here with their Australian counterparts Marise Payne and Peter Dutton.

For more information, please click here.

India, Australia concur that ‘Afghanistan must not become terror hub’

India and Australia on Saturday, September 11, 2021, and expressed concern over the situation in Afghanistan and hoped that its territory would not be used for terrorists’ activities and doesn’t become a safe haven for terrorists.

Speaking to the media after the first 2+2 dialogue between India’s external affairs minister S Jaishankar and defence minister Rajnath Singh with their Australian counterparts Marise Payne and Peter Dutton, Jaishankar said the two sides had a “very detailed exchange of views” and the India-Australian approach was very similar.

For more information, please click here.

Student wellbeing and online learning: Tips for students

Due to the current outbreak of the COVID-19 strain of the coronavirus many higher education providers have switched to online delivery of all or many of their courses. Some providers have a lot of experience in online teaching while others are new to the experience. The same is true for the students in higher education. At a time where many students have to get used to a new way of studying and learning, TEQSA would like to offer some resources to assist students in their adjustment to online learning.

For more information, please click here.

Providers: Check your delivery locations in asqanet are up-to-date

Maintaining accurate and up-to-date provider information is a requirement for training providers.

Accurate delivery location data is important to provide students with surety and understanding about how and where your courses can take place.

The information you provide in asqanet will be reflected on training.gov.au. If you haven’t already done so this year, please check and update your delivery locations in asqanet. This will ensure you meet your obligation to keep ASQA up-to-date under section 25 of the National Vocational Education and Training Regulator Act (2011).

This includes checking that asqanet is showing accurate records for:

  • the physical address and postal address for the head office
  • the physical address of the organisation’s principal place of business
  • the physical address of the sites or campuses from which VET courses are delivered on a permanent basis (whether in Australia or offshore)
  • website address.

For more information, please click here.

Australia installs first space laser optical ground station in southern hemisphere

Recently, my colleagues and I swung a half-tonne telescope onto the roof of the physics building at the University of Western Australia. For a tense moment, my career hung from a crane hook.

The telescope is the first of its kind in the southern hemisphere and represents a new generation of space communications using lasers.

For more information, please click here.

Breaking the bamboo ceiling: Young Asian Australian women share their tips for success

While Asian Australians continue to be underrepresented in leadership positions, some young women have managed to break through the “bamboo ceiling”.

The ABC spoke to four finalists in the 2021 40 Under 40 Most Influential Asian-Australians Awards — a nanotechnology engineer, a ballet dancer, a human rights lawyer and a telco executive — about the challenges they have faced in their careers.

The awards are an initiative of the Asian-Australian Leadership Summit, and the ABC is a media partner.

For more information, please click here.

The impact of COVID-19 on higher education and Vocational Education and Training

For more information, please visit

Higher Education: Click here.

Vocational education and training: Click here.

Viral email regarding ASQA’s current and past audit activities

If you follow Education Issues Australia on Twitter, or have LinkedIn, or Facebook accounts, you may have noticed a report developed by the @edissuesaus. The research identifies some serious and systemic problems with the current regulatory body. More information can be found by visiting this link.

A copy of this has also been presented to the senate as well. Since 2017-18, the Australian Skills Quality Authority (ASQA) has closed more than 1100 RTOs. According to ASQA’s response to a Question on Notice, over this period, the cancellation rate has reduced from 54 percent of decisions to only 5 percent in 2020-21, a significant decrease from the previous year.

How can a regulator move from having cancellations account for 54 percent of all decisions to only 5 percent of all decisions while making no changes to the policy?

We’re still waiting for responses to a few important questions, such as:

  • Why has ASQA failed to provide any information about Recognition of Prior Learning, which is used to qualify its auditors, to anyone who has asked?
  • As to why ASQA is refusing to provide information on how many Auditors have been employed who do not possess both requisite qualifications as specified by the Standards for VET Regulators?
  • Approximately how many RTOs have been renewed without audit since the current ASQA Chief Executive Officer began working for the regulator?

For more information, please click here.

September 19, 2021 VET Industry News Comments Off on The VET Sector News II- September 2021

COVID Lifestyle transforms aspirations of young Australians

A survey of demand for information on careers and university courses has revealed tremendous change in aspirations across Australia in wake of COVID-19.

Analysis by Good Education Media, the publishers of the Good Universities Guide, and higher education consultancy Twig Marketing studied millions of searches in the 18 months prior to the pandemic and in the subsequent 18 months.

The research revealed that after the pandemic hit Australia, and borders closed, demand for careers related to travel dropped dramatically – combining to an average 43% drop in searches for travel-related roles. This also extended to jobs sustained by travel and migration, such as interpreter jobs, which fell sharply.

Demand for information about IT fell significantly, possibly as a result of too many students having to spend day after day studying and socialising solely online.

There was a slump in a range of office jobs, while demand for information about outdoor essential jobs such as parking inspector, builder’s labourer and farm worker all rose significantly.

The sector which most benefited from this trend was the construction sector, with a 26% increase in demand for information about building jobs.

The past 18 months saw a huge growth in demand for roles relating to mental health, in particular psychology, which grew from 25,000 searches in the 18 months pre-pandemic to more than 40,000 searches in the 18 months beginning in February 2020.

There was increased demand for frontline health roles at the expense of allied health roles – with a 108% increase in demand for information about surgical careers and a 65% increase in demand for registered nurse career information, while demand for the physiotherapy courses fell 15%, occupational therapy searches fell 13%, optometrist searches fell 25% and chiropractic searches fell 38%.

According to Twig Marketing, uncertainty has also driven demand towards some traditional professions and jobs considered secure in any conditions – with strong growth in demand for law, engineering and defence. Policing careers with the Australian Federal Police also remained the most popular search across Australia throughout both periods.

Searches for prosthetic technician jobs were relatively common pre-pandemic, with 1,434 searches, but fell to just 70 in the past 18 months. With kids locked out of sporting teams, interest in sports science plummeted by 88% and climate change analyst searches fell 39%. In contrast, there was a 355% increase in searches relating to real estate sales.

(Source: analysis conducted by Good Education Media, the publishers of the Good Universities Guide, and Twig Marketing)

September 19, 2021 News Comments Off on COVID Lifestyle transforms aspirations of young Australians

The Australian Competition and Consumer Commission (ACCC) is seeking input on a proposed anti-plagiarism software merger.

In a statement released Thursday, the Australian Competition and Consumer Commission (ACCC) expressed reservations over Turnitin’s proposed acquisition of Ouriginal. It was in March 2021 that Turnitin first revealed its intention to buy Ouriginal.

Turnitin and Ouriginal are anti-plagiarism software suppliers who primarily target higher education providers (HEPs), such as educational institutions, with their education and training services. They are two of only three companies in Australia that provide this type of software to academic institutions.

According to ACCC Commissioner Stephen Ridgeley, “Ouriginal, which is a significant supplier in Europe, has far fewer customers in Australia than Turnitin,” a plagiarism detection service. The fact that it is one of Turnitin’s only competitors in the higher education market means that it has the potential to become a significant competitive restriction for the company.”

According to the Australian Competition and Consumer Commission’s statement of concerns, the proposed acquisition might considerably reduce competition in the anti-plagiarism software sector, resulting in higher costs. ACC is also concerned that the planned acquisition will result in a decrease in worldwide innovation, which will result in a decrease in product innovation and quality for the Australian higher education segment as a result. Notably, the Competition and Markets Authority of the United Kingdom granted approval to Turnitin’s proposed acquisition in July.

While the Australian Competition and Consumer Commission (ACCC) is assessing whether or not other international software businesses may enter and/or expand within Australia in order to compete with Turnitin, it is worried about the impediments to such entry. The ACCC has requested submissions from all parties involved, and it expects to make a final judgement by the end of November.

The ACCC has published a Statement of Issues outlining preliminary competition concerns in relation to the proposed acquisition.

The ACCC invites submissions on its Statement of Issues by 27 September 2021. Submissions may be e-mailed to mergers@accc.gov.au.

For more details, please refer to the Statement of Issues below.

Following 27 September 2021, queries regarding the ACCC’s review may be addressed to Steven Lee/Sidd Sharma at mergers@accc.gov.au.

For more information, please visit here.

September 19, 2021 News Comments Off on The Australian Competition and Consumer Commission (ACCC) is seeking input on a proposed anti-plagiarism software merger.

University jobs lost at a rate of ‘one in five’ as COVID-19 border laws continue to bite

As a result of the COVID-19 pandemic and accompanying economic recession, Australia’s higher education sector was hit harder than any other industry in the country’s economy, according to the latest report. Because of public health measures and the closure of Australia’s borders to international students, universities in Australia have been driven into financial and operational upheaval in recent months. Furthermore, the Commonwealth government failed in its decision to exclude universities from the JobKeeper wage subsidy scheme (which had an initial budget of $130 billion and was designed to support 6 million jobs during the early lockdowns). This exacerbated the situation. In the face of dwindling revenue, operational challenges (such as online learning), and health-related restrictions, universities and colleges were forced to fend for themselves. The academic community, researchers, support staff, and students have all suffered tremendously as a result of this acute, but preventable, financial crisis.

In the report “An Avoidable Catastrophe: Pandemic Job Losses in Higher Education and Their Consequences,” written by Eliza Littleton and Jim Stanford, a number of findings were revealed. The report, which examines the causes and consequences of widespread job losses in higher education, includes several key findings. When comparing the first six months of 2021 to the same time the previous year, total employment in higher education declined by 40,000 positions, according to the BLS. Job losses were concentrated in permanent, full-time positions – and they were all in government-run establishments, to top it all off.

In the early months of the pandemic, casual workers were among the first university personnel to lose their employment, as universities grappled with the sudden loss of international student tuition, among other implications of the virus, during the first few months of the pandemic. While the number of job losses has increased significantly this year, the majority of them have been aimed at permanent full-time employees. Universities are downsizing and casualizing their workforce on a more permanent basis in the expectation that border closures will continue indefinitely — and the Commonwealth government will continue to deny targeted assistance that is required to keep the universities’ instructional and research capacities operating.

According to the report, universities are recommended to seek special temporary assistance from the Commonwealth government until borders can be reopened and revenues can resume normal operations. Universities would benefit from targeted support in the amount of $3.75 billion, which would help them replace and maintain the jobs that have been lost so far this year. When the economy is experiencing long-term structural changes as a result of the pandemic, the preservation of the functions of Australian universities is particularly critical. As a result, more students will require higher education opportunities to support the resulting employment transitions, the preservation of the functions of Australian universities is particularly critical. Apart from that, the outbreak has brought to light how vital it is now, more than ever, to conduct high-quality research (particularly in the health sciences) to combat the spread of disease.

For more information, please Click here.

September 19, 2021 Higher Education, News Comments Off on University jobs lost at a rate of ‘one in five’ as COVID-19 border laws continue to bite

ASQA’s strategic review of online learning

As part of its ongoing maintaining quality and compliance assurance requirements surrounding online learning in the Vocational Education and Training (VET) sector, the Australian Skills Quality Authority (ASQA) is now conducting its strategic review.

The organisation began the strategic assessment in 2020, motivated by the large number of providers who transferred their distribution to the internet in response to the circumstances generated by the coronavirus (COVID-19) epidemic in the country.

Between December 2020 and May 2021, three popular ‘Feedback Loop’ webinars, which were held as part of the strategic review, were recorded and published in this insights report.

You can read more information about the strategic review, Click here.

September 19, 2021 ASQA Comments Off on ASQA’s strategic review of online learning

CAQA Recruitment – Right people, Right skills, Right now

Are you looking for quality staff? Sick of wasting money on job ads that disappear in 100’s of other ads? Are you only getting applications from people who are not qualified to work in VET?

Introducing CAQA Recruitment, a place dedicated to recruitment in the vocational education and training sector.

Looking for staff?

Design and post your job advertisement and search the applicant database for suitable applicants. It is a quick and straightforward process that will have your job advertisement up and running in no time.

Looking for a new opportunity?

The Applicants section allows individuals to register for work and build a personal profile online. Get your resume in front of employers and be the first to know about new job openings. You decide how much or how little information you want to display and you can submit your applications directly to the employer.

We will post the job openings on our social media channels and sites, as well as on our website

Call us on 1800 266 160 or email info@caqarecruitment.com.au

September 19, 2021 News Comments Off on CAQA Recruitment – Right people, Right skills, Right now

Professional Business Analysts (Proba)- Find business analysis solutions for your organisation

Stuck in the past, oblivious to prospects and using inefficient methods of doing business with consumers and suppliers?

Professional Business Analysts (Proba) business analysis consulting services can assist you in outsourcing the right people to your team, making it easier to achieve your objectives.

Unless you are a bob on the water, what business operator does not want their organisation to develop better customer solution-focused tools, systems and processes or to resolve any functional or technical issues that may impede growth? Nobody wishes to obstruct prospects for advancement. It’s a necessary aspect of doing business.

However, where do you find a qualified business analyst who can assist you with the projects? With Proba, you will have access to tried-and-true business analysts accessible to assist you in enhancing your business’s performance, accomplishing your business goals, and assisting you with business tasks.

It’s difficult to find a reputable partner to assist you with complex and sophisticated business systems tasks. You need someone who understands your perspective and can see the larger picture. Someone who is aware of your ambitions and appreciates what you are attempting to accomplish. You require an individual or a team of business analysts who become familiar with your organisation, its aims, and commercial drivers. With Proba, you can be confident that your project will be analysed by professionals that possess the necessary abilities and experience to produce a viable solution.

Why should you use our services?

  • Our business analysts have considerable expertise working with the public sector, not-for-profit organisations, and commercial businesses.
  • We can assist you with conducting your business analysis in the most efficient manner feasible.
  • We have set up a comprehensive methodology and framework in place for conducting business analysis. We are one of the world’s largest and most technologically advanced business services firms.
  • We are prepared to provide the highest quality commercial services.
  • We offer affordable expert business analyst services to Australian and worldwide organisations.
  • We match skilled business analysts with projects that require their knowledge, and our creative problem-solving approach ensures our clients’ success.
  • Our business consulting team possesses extensive industry experience, which enables them to have a clear understanding of the various business outcomes as well as strong technical skills necessary to comprehend how a solution should be implemented, supported, and integrated into existing business information technology systems.
  • PROBA’s team possesses exceptional communication and interpersonal abilities, ensuring that the project’s outcomes are attainable, organised, cost-effective, and successful.
  • We have a demonstrated track record of offering business analysis consulting services to Australian clients on a number of business systems projects.
  • PROBA enables us to efficiently and successfully undertake and deliver any project.
  • You’ll receive all of the benefits of an experienced team with extensive knowledge in all facets of business systems consulting – at a fraction of the cost.
  • Hiring our business analysis consultants will provide you with the peace of mind that your business is making sound decisions.

We provide comprehensive responses to all of your inquiries and more. That is why our clientele continue to patronise us.

Among our services are the following:

  • Business Analysis Consulting Services
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  • Testing
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Our track record demonstrates our ability to adapt to a variety of clients and projects and business processes in order to produce a successful conclusion.

Perhaps it’s time to have a business systems analyst examine your organisation and provide more effective business solutions that fit your needs. If that is the case, we should speak. We offer a variety of services aimed at assisting your organisation in improving its performance and achieving its objectives. Our experts have been hand-selected for their experience in the industries in which they work. We provide a variety of service alternatives and respect your time by delivering reports promptly. Choose from a variety of our consulting services – we look forward to working with you!

Simply visit our website for additional details. You may learn more about who we work with and our services on our website. While you’re there, have a look at our blog, where we highlight recent industry changes, offer advice on how to improve your business analysis consulting using Agile methods, and provide other relevant information for your role.

Contact our world-class team immediately to infuse your business analysis strategies with strength!

September 19, 2021 News Comments Off on Professional Business Analysts (Proba)- Find business analysis solutions for your organisation

Course delivery using different delivery modes

What delivery modes can you use to deliver training?

Face to face/ on campus/ classroom based delivery

It is learning in a classroom environment with qualified trainers who guide the learners through high-quality learning and assessment activities. The trainer usually teaches all of the units of competency content to a small group of learners, with social distancing procedures now in place to ensure the safety of each individual participant. The small groups of learners are maintained to ensure that everyone receives the attention they deserve.

Online mode of delivery

Learners can obtain a wide range of learning outcomes by participating in online learning activities that are managed through the use of an online environment. Online mode of delivery offers a lot more flexibility and value to learners as they can watch the recorded videos, access self-study materials, participate in forums and discussions and use online libraries and support systems.

Distance mode of delivery

For a variety of reasons, training organisations may choose to deliver vocational education and training courses via distance delivery methods. Among the possible reasons are:

  • due to employment or other responsibilities, the learner cohort wants to learn outside of normal training hours,
  • the geographical spread of enrolling learners
  • access to the most up-to-date industry practises may be accessible,
  • as well as the possibility to offer a greater variety of units of competency as elective units for a qualification.

Workplace mode of delivery

The workplace mode of delivery includes training and assessment that can be provided at the learner’s place of employment.

Blended mode of delivery

Blended delivery (BD) is a form of study that incorporates different modes of delivery, for example offering training to students using both online and face-to-face delivery methods. Students get access to a wide range of learning materials as well as self-study materials for each unit of study they complete. Additionally, students can attend workshops on campus to develop their abilities, as well as participate in synchronous online sessions where they can merge theory and practice.

Whatever method you use to offer instruction to students, you must plan, document, and implement techniques that ensure that students obtain all necessary skills and knowledge in the subject matter. This need includes ensuring that students have access to appropriate resources, facilities, and trainers.

September 19, 2021 Education Comments Off on Course delivery using different delivery modes

Converting the audit quality practices to system-centred rather than individual-auditor-centred

When we talk about “audit quality practises,” we talk about the factors that influence the outcomes of audits conducted on behalf of a regulatory body, such as the behaviour of auditors, the decisions they make, the approaches they take and the way they act in order to ensure that audit outcomes are appropriate, suitable, relevant, and based on facts rather than personal opinions and biases against an individual or organisation.

In this article, we discuss a number of the components of audit quality practises that are important to consider.

Standards to audit the regulatory body and its officers

The million-dollar questions are: who audits the auditors, and can they achieve consistency in their decisions? Despite the fact that some government agencies are auditing some of their actions, the vast majority of the judgments and practises of the regulatory body go unnoticed and unanswered to anyone. A clear set of standards should be established for the regulatory body, and clear guidelines should be developed for their auditors. The audit practices, boundaries and guidelines should also be clearly defined.

External complaints resolution department

How can genuine complaints be resolved when the freedom of information (FOI) and complaints handling are controlled by the same individual and department within ASQA? Yes, these approaches are acceptable for a brief period of time in order to conceal malpractices, but for how long will they remain hidden from the rest of the industry? How can a regulatory agency establish confidence with its stakeholders if there is no credible external entity to evaluate and review its operations and procedures? On paper, the Ombudsman is there to investigate their decisions; yet, how many times have they made decisions that were against the regulating body? Where are those statistics and how do those decisions make the regulatory body change their practices? Complaints and feedback from stakeholders are opportunities to improve the system, framework, and processes. If you ignore investigating complaints and feedback from stakeholders or just have blind faith in what your auditors tell you, then you will never be able to improve any practices.

Professional development workshops for auditors

Workshops for professional development are essential for everyone in the sector, and auditors are no exception. As representatives of a government agency, they hold a position of authority and influence. As a result, they require far more professional development and personal development sessions than anybody else working in the education and training industry. Regular professional development workshops would assist them in understanding how they should strictly adhere to regulatory rules rather than rely on their own personal judgments, prejudices, and opinions to make audit decisions.

Internal validation and moderation meetings

Internal validation and moderation meetings for audit outcomes and practices are required in order to establish high-quality audit practices. Decisions should be made in accordance with what the system suggests, rather than what the individual recommends. In order to train the auditors on what can and cannot be accepted in a black and white manner, set templates, policies, practices and protocols should be used. The outcome of these moderation meetings should be shared with the industry in order to inform them of what was discussed, which tactics were changed, and why and how the strategies will affect the training organisations in question. Every time a new auditor audits the processes and documentation of a training organisation, the results should not be a surprise to the training organisation or consultants representing them in the audit.

Audit reports

The audit reports should not only cover non-compliances, but they should also include where the compliance has been found. In a number of instances, the same auditor has made different judgments over a period of a few weeks, and this type of activity should be considered unacceptable by any regulatory authority.

When it comes to audit reports, the most important purpose is to have reasonable certainty that the report as a whole is free of any misrepresentation and errors; and to ensure that any noncompliance issues that are identified are clearly reported to all parties through the audit report.

In order to ensure that all stakeholders have faith in the system and are fully informed, the quality of audit reports is vital to an effective and efficient regulatory system. The purpose of audit quality procedures is to instil confidence in the correctness and dependability of audit practises. It is vital that audit quality and consistency of audit execution be consistently enhanced in order to retain public confidence in the regulatory system.

These are just a few of the critical improvements that must be included in the new regulatory framework to ensure its success. What other changes would you like to see implemented in audit activities? Write to us and tell us about your experiences interacting with the regulatory body and your thoughts on the matter.

We are interested in listening to your suggestions, feedback and stories, please email us at info@caqa.com.au.

September 19, 2021 Audits Comments Off on Converting the audit quality practices to system-centred rather than individual-auditor-centred

Quality training and assessment resources from CAQA Resources

While operating as a registered training organisation, you will be required to make a range of decisions, with obtaining high-quality training and assessment resources being among the most significant.

To ensure that your students receive the learning experience necessary to function competently in their chosen vocation, you need to invest in quality assessment and learner resources. It is only through the use of high-quality training staff as well as good training and assessment materials that a Registered Training Organisation can achieve this.

The quality of education and training that you deliver may suffer if you employ individuals who are not experts in their profession, accordingly, not having compliant assessment and learner resources means the quality of training you offer or promise will also suffer. You must spend time reviewing the quality of your assessment and learner resources against the following criteria:

Investing in high-quality training materials is therefore vital for the survival and eventual success of a training organisation. When you provide quality, it will have a significant impact on the reputation of the RTO, its legal requirements, and the quality of the outcomes. According to ASQA audit analysis published in 2017, over 80% of RTOs failed to comply with Standard One during the audit process and one of the major non-compliance has been the quality of assessment and learner resources.

Consider the following two scenarios:

Scenario 1

You are an industry leader and well-known in the RTO sector for what you know and what you do, but if your training and assessment resources are non-compliant, or worse, if a regulatory body audits you and determines that this is the case and makes decisions based on the findings, your training organisation’s reputation will be questioned. The regulatory body has suggested that students be reassessed for a period of 12 or 24 months in a number of instances. As a result, if you lack compliant training and assessment resources or do not adhere to compliant regulatory practices, you may experience significant challenges.

Scenario 2

Your RTO is unable to contextualise and customise or even worse know the requirements set around the assessment and learner resources because you assume that simply purchasing them from a resource provider qualifies you as compliant. Without acknowledging and comprehending reality, there are a number of resource providers that sell substandard quality resources, and if you purchase these materials, you may risk losing your RTO registration.

The question arises as to what to do when evaluating assessment and learner materials? How can you determine their quality? How can you make informed decisions and avoid wasting your hard-earned money?

This advice may help:

1. Maintain current knowledge and skills in compliance with legislative and regulatory standards.

You must spend time updating your knowledge and skills in relation to legislative and regulatory requirements. This includes contacting industry leaders who know what is compliant and what is non-compliant, attending professional development sessions, subscribing to and attending all regulatory body-sponsored webinars and conferences, subscribing to and reading VET and RTO newsletters, and also asking external auditors to conduct audits on your training and assessment systems on regular intervals.

2. Begin with a compliant copy of the learner and assessment resources that will serve as the foundation for the entire unit of competency:

Some publishers and developers are prone to displaying only a small number of their best samples and claiming that these samples reflect all of their qualifications. This is both incredibly distracting and misleading for the buyer who will assume that all material will be of the same quality. In order to avoid making such a mistake, you should request a complete sample, even if the sample is provided through an online platform to safeguard the copyright.

3. Ensure that all your assessment and learner resources have been pre-validated.

Poor quality of assessment tools is a contributing factor in the majority of RTO non-compliance problems. As an RTO resource provider, we receive a steady stream of calls from RTOs who have already spent money on substandard materials only to realise that fixing them will cost more than buying new resources. You can avoid this by following the steps below:

a. Pre-validate before use: By rigorously and thoroughly validating your new resources before putting them to use, you effectively protect your RTO. Fixing non-compliant resources is an expensive and time-consuming exercise that takes a long time to complete.

c. Make sure that all action verbs and action words are covered in the training package when you are pre-validating. For example, if the performance criteria is “consult with stakeholders,” a plural form is used, which means consultation with more than one stakeholder is required. Consult is a verb that means to seek advice or information from someone i.e. involves open-ended questions and communication.

d. Everything is addressed at least twice if it is not clearly stated in the training package that once is sufficient.

e. It is a must to assess performance criteria, foundation skills, and performance evidence using practical, workplace-based, or scenario-based methods and strategies.

f. Check the footer and header of the documents to ensure that all version control, unit name and code, and other pertinent information is accurate and up to date.

g. All equipment, resources, and materials specified in the assessment conditions must be made available in order for the assessment to take place.

4. Verify that mapping documentation for the assessment tools and learner resources are available.

The mapping materials associated with the assessment tools and learner resources should be available. Check this before you purchase the training and assessment resources. Ensure that the training and assessment resources have met all of the unit requirements.

5. Verify that the correct assessment method has been used.

Many assessment instruments use non-compliant techniques for determining learner competency. If the assessment assignment asks a student, “How would you do this?” or something along these lines, you must be extremely cautious, especially if there is a mapping to performance criteria (PCs) or performance evidence (PEs), as such a question has no wrong answer. The student may provide an answer that shows incorrect understanding, but because the question is not asking for the correct way of doing something, there is no wrong answer.

In order to establish competency in performing a task or job, evidence must be provided in the form of an observation that properly identifies the specific performance level for each practical skill performed. Many observation checklists are simply copied and pasted versions of PEs and PCs from the unit, found on the national register. It has the potential to cause complications during an audit and result in non-compliance.

6. Determine whether there are sufficient learner resources to meet the training requirements.

Choose among those learning resources that will allow you to demonstrate that you have satisfied the learning criteria for the delivery of the qualification. ASQA will audit your RTO to establish whether or not there are sufficient training and assessment resources for the students to be able to implement the theory learnt into practice in the workplace.

The training resources you choose are important as they can determine whether or not you will be able to demonstrate compliance during an audit. One suggestion that you might find really useful is to review the content and ensure it meets the compliance requirements. For example, when you look at materials you may find that they have double spacing between lines and a large number of photos. The material of these types of resources is typically lacking in depth. You will also observe that the use of this type of formatting will result in a two-fold increase in the number of pages. Some publishers employ this technique to give the appearance that their content is more extensive than it actually is. Therefore, look at each of the performance criteria and make an informed judgement if the information is adequately covered or not.

7. Check to determine if the information is accurate, up to date, and thorough.

Finally, but certainly not least, you should check the clarity of the content you are considering purchasing. One method of obtaining legitimate, reliable, and up-to-date training materials is to select learning resource publishers and developers who appoint subject matter experts in order to obtain the proper and comprehensive material. Assessment activities, session plans, assessment workbooks, and learning guides, among other instructional methods, should be included in the training material to ensure that students receive sufficient learning material.

Student assessment workbooks should be a comprehensive collection of assessment assignments used to gain an understanding of a student’s level of knowledge.

Trainer/Assessor evaluation resources are items that are intended for use by trainers in the assessment process.

Trainers employ a variety of assessment tools, such as benchmark answers and assessor instructions, to gather the information that is necessary for providing training.

Self-study guides are available to students to assist them in developing an enthusiastic approach to learning.

Mapping documents, learner manuals, and PowerPoint presentations should be included in the training tools to help make the training complete and user-friendly.

8. The resources are plagiarism-free

Use applications such as Grammarly and/or Turnitin to confirm that the resources are free of copyright and plagiarism issues before using them. If it is general information that is freely available on the internet, you should not be concerned; but, if it is information from a different publisher or from copyrighted websites or other materials, you should be concerned and should refrain from using these products.

CAQA Resources

CAQA Resources delivers high-quality solutions in the form of compliant RTO resources that are comprehensive and totally adaptable to meet your specific requirements as well as the needs and requirements of students.

When it comes to learning and assessment for your learners, CAQA Resources is your go-to for staying compliant. Our RTO resources, training and learning materials, assessment tools, as well as learning kits, provide a comprehensive selection of resources for a wide range of qualifications.

Visit our website www.caqaresources.com.au and look through our comprehensive list.

Contact us on 1800 266 160 or email info@caqa.com.au for more information on how to obtain the best training resources for your RTO.

Training Packages: CAQA Resources can deliver resources from the following training packages:

List of all training packages CAQA Resources have available or are currently writing:

  • AHC – Agriculture, Horticulture and Conservation and Land Management Training Package
  • AUR – Automotive Retail, Service and Repair Training Package
  • BSB – Business Services Training Package
  • CHC – Community Services Training Package
  • CPC – Construction, Plumbing and Services Training Package
  • CUA – Creative Arts and Culture Training Package
  • EAL – English as an Additional Language Training Package
  • FBP – Food, Beverage and Pharmaceutical Training Package
  • FNS – Financial Services Training Package
  • FSK – Foundation Skills Training Package
  • FWP – Forest and Wood Products Training Package
  • HLT – Health Training Package
  • ICP – Printing and Graphic Arts Training Package
  • ICT – Information and Communications Technology Training Package
  • MEM – Manufacturing and Engineering Training Package
  • MSF – Furnishing Training Package
  • MSM – Manufacturing Training Package
  • MSS – Sustainability Training Package
  • NUR – Nursing Training Package
  • PMA – Chemical, Hydrocarbons and Refining Training Package
  • PSP – Public Sector Training Package
  • RII – Resources and Infrastructure Industry Training Package
  • SHB – Hairdressing and Beauty Services Training Package
  • SIR – Retail Services Training Package
  • SIS – Sport, Fitness and Recreation Training Package
  • SIT – Tourism, Travel and Hospitality Training Package
  • TAE – Training and Education Training Package
September 19, 2021 CAQA Resources, RTO, Training and Assessment Comments Off on Quality training and assessment resources from CAQA Resources

Resource Validation Services: Why outsourcing can be a great option

Following the National Vocational Education and Training Regulator Amendment (Governance and Other Matters) Bill 2020, ASQA has made a significant upgrade to the architecture of the vocational education and training (VET) sector and its approach.

The rapid change roadmap includes strengthening ASQA’s strategic stakeholder engagement and education to build provider capacity for self-assurance.

In line with this new approach, ASQA has shifted its regulatory approach into practical engagement with providers. Five best practice principles underpin this method – one of them being a focus on self-assurance, i.e., to support the quality of RTOs through their self-assurance.

Thanks to ASQA’s new blueprint, more than any time ever, ASQA is driving engagement and cooperative relationships with RTOs and promoting and building a shared understanding of self-assurance and excellence in training outcomes.

In a working paper issued in April 2021 under the title “Approach to Assessing Performance”, ASQA has made it clear that the performance assessment (the new language for auditing) will mainly focus on self-assurance. The paper also clarifies that ASQA’s increased focus will be on clause 2.2 of the Standards for RTOs. In other words, RTOs existence will depend on their validation and the self-assurance attested through their validation practice.

In light of ASDA’s new approach to self-assurance, validation has become the centre of gravity of compliance. Having such clear communication by ASQA, the ball is in the RTO’s court.

What is self-assurance and clause 2.2, and why is validation in the centre?

Self-assurance refers to the way the RTO’s operations are managed to ensure a focus on quality, continuous improvement and ongoing compliance. In contrast, Clause 2.2 systematically monitors training and assessment strategies and practices to ensure continued compliance.

Both are centred at one point – Validation. The best way to systematically evaluate and use the outcomes of the evaluations to continually improve the RTO’s training and assessment strategies and practices is through evaluation information collected under clauses 1.9, 1.10, and 7.5, validation outcomes, client, trainer and assessor feedback and complaints and appeals.

It is for obvious reasons that in 2020, ASQA identified the following clauses of concern in its regulatory strategy, which are directly related to lack of thorough validation:

1.8 implement effective assessment systems
1.1 have appropriate training and assessment strategies and practices, including the amount of training
1.3 have the resources to provide quality training and assessment, including sufficient trainers and assessors, learning resources, support services, equipment and facilities
3.1 AQF certification is issued only where the learner has been assessed as meeting training product requirements
1.2 appropriate amount of training is provided, taking account of the learner’s skills, knowledge, and experience and mode of delivery.

Time and history have repeatedly testified that RTOs do not focus on validation; hence, more than 60% of RTOs have their assessment tools deemed non-compliant..

There are very few, if any, who have not been handed a dreaded report by ASQA, a non-compliant report. The two common non-compliance that consistently turns up in audit reports are the Training and Assessment Strategy and the Assessment tools – the latter being the top non-compliance.

The main reason for the above is the lack of conducting appropriate validations and ensuring compliance with Clause 1.9, 1.10 and 1.11 of the Standards for Registered Training Organisations.

These clauses relate to the requirements for assessment validation, including the need to have an assessment validation plan, meet minimum validation benchmarks and conduct it in a way that ensures its validity and integrity

ASQA has identified systemic risks in the following qualifications: Equine, Security, Early Childhood Education and Care, Aged and Community Care, Construction (white card training) and Training and Education (TAE). ASQA advises that for Clause 1.10, training products in these areas may need to be validated more frequently.

Despite ASQA’s reminders that assessment validation is a vital tool for providers seeking to get the best results from training and assessment systems, many RTOs are not clear about validation’s role in ASQA’s performance assessment process.

The price tag that comes with the 1.8 non-compliance is dire because if the RTO is found to have non-compliance in 1.8, that will by default trigger non-compliance in 3.1 as non-compliance in 1.8 means issuing AQF certification where the learner has NOT been assessed as meeting training product requirements.

The result is a recall of all students who have participated in the unvalidated assessment tool and revoking their qualifications.

But why do RTOs fail the validation audit when they think they have validated their assessment tools?

There are several factors. The main reason is that not many RTOs realise that the compliance requirements that RTOs face when conducting validation are more complex than many understand or acknowledge.

Validation is more than:

  • Having a checklist that ticks and flicks,
  • Having a compliance officer that signs the signature boxes
  • Having a validation schedule that never materialises.
  • Finding consultants who are happy to endorse any validation without worrying about professional and ethical obligations and the RTOs risks.

So, the questions are:

  • How do you ensure that training and assessment strategies align with training package requirements?
  • How do you ensure that practices align with training and assessment strategies?
  • How have the outcomes of industry engagement been incorporated into your strategies and practice?
  • How do you know, from an organisation perspective, that you issue a qualification to a competent student?

Multiple questions, but the answer is one – organise quality-focused validation by an independent validator, who is not employed or subcontracted by the RTO and has no other involvement or interest in the operations of the RTO.

Validation requires systematic processes and ethical and pragmatic components to compliance. It requires more than an internal team to manage and maintain a positive reputation. It requires experts to decipher confusing or abstract standards and establish and integrate best validation practices. It requires engaging external validators to evaluate your training and assessments.

This is the very reason why RTOs should involve independent subject matter experts like CAQA in their validation plan and practices

Here at CAQA, our seriousness starts from our definition of Validation.

CAQA goes beyond the classical definition of validation as an assessment health check tool. We see validation as the destination of high-quality training and assessment. For us, validation is the cornerstone of high-quality training and assessment that equips students for employment or further study, and a means to success in their chosen career.

How does CAQA conduct Validation?

Our validation’s overarching vision and purpose is comprehensive and does not focus on the assessment tool only.

By engaging in the validation process, we will make sure that we:

  • Check that your assessment tools have produced valid, reliable, sufficient, current and
    authentic evidence,
  • Enable your RTO to make reasonable judgements about whether training package (or VET
    accredited course) requirements have been met
  • Review a statistically valid sample of the assessments and make recommendations for
    future improvements to the assessment tool, process and outcomes and acting upon such
    requests.
  • Ensure your assessment validation plays a vital role in ASQA’s performance assessment
    process(audit).
  • Make it an integral part of your self-assurance to achieve excellence in training outcomes,
  • Make it an integral part of the systematic monitoring procedure of your training and
    assessment strategies and practices to ensure ongoing compliance with Standard
  • Ensure it becomes routine practice to evaluate systematically and use the outcomes of the
    evaluations to continually improve training and assessment strategies and
    practices
  • Review how practice aligns with systems and how to monitor, review and improve
    techniques.
  • Align assessment practice with the requirements of the relevant Standard.
  • Ensure you own a system for ensuring ongoing compliance with the relevant Standard.
  • Ascertain a mechanism to monitor, review, and continuously improve
    (self-assurance) to ensure compliance with the relevant Standard requirements on an
    on an ongoing basis.
  • Strengthen the interaction between practice, systems and continuous improvement
  • Provide validation related professional development to management and staff to help

you manage your operations and ensure a focus on quality, continuous improvement and
ongoing compliance.

Call us on 1800 266 160 or email info@caqa.com.au to find out more. Let us bring CAQAs Validation professional team to you – don’t wait until your next audit is due.

September 19, 2021 ASQA, TAFE, VET Sector Comments Off on Resource Validation Services: Why outsourcing can be a great option

Message from the General Manager (19 September 2021)

Message from the General Manager

Have you looked at ASQA’s new Corporate Plan?  The plan shows that the organisation is committed to best practices and proportionate regulation. ASQA will assist providers in better understanding what they do, why they do it, and how they do it. According to ASQA, we may anticipate fair processes, consistency, and transparency from them in accordance with the strategic deliverables from the published plan. For more information, Click here.

In this newsletter, you will also be able to read about the other services we can provide such as CAQA Recruitment and Professional Business Analysts (Proba).

As always, if you require assistance in any way, please contact us via email at info@caqa.com.au.

Anna Haranas
General Manager

September 19, 2021 News, VET Sector Comments Off on Message from the General Manager (19 September 2021)

Part 1- The trainer and assessor files

Compliance of your trainer records is a must for any Registered Training Organisation. If you do not know what you are looking for, you will always have difficulty finding it. The purpose of this article is to provide you with the required information and resources to ensure you can audit and review your trainer and assessor files to be compliant with the current regulatory requirements and standards.

Legislative and regulatory requirements:
Trainers and assessors must comply with the following SRTOs 2015 requirements:

  • Clauses 1.13 – 1.16
  • Trainers and assessors who deliver any Australian Qualifications Framework (AQF) qualification or skill set from the Training and Education Training Package (TAE10, TAE or its successor) are also required to meet additional requirements, outlined in Clauses 1.21 – 1.24.

Requirements for all trainers and assessors:
Trainers and assessors must meet the following criteria and guidelines:

  • the 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.

In addition, training and assessment may only be delivered by persons who have:

  • Certificate IV in Training and Assessment (TAE40110 or TAE40116), or its successor*, or
  • A diploma or higher level qualification in adult education.

Your RTO must also ensure that all trainers and assessors undertake professional development in the fields of:

  • knowledge and practice of vocational training, and
  • learning and assessment, including competency-based training and assessment.

Trainer’s CV
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:

  • A current copy of the trainer/assessor’s CV (usually updated on an annual basis)
  • The RTO’s name, the position title and a description of the job-role
  • Details about the vocational competencies that the trainer/assessor holds
  • Details about the vocational competencies that the trainer/assessor is delivering/assessing.
  • Information about industry currency and skills
  • List of VET professional development activities
  • Confirmation that it is a true and up-to-date copy of the CV (usually means the trainer/assessor initialling each page of the CV to confirm the accuracy of the information provided)
  • Signature and date of last update of the CV

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

Reference:
Fact sheet—Meeting trainer and assessor requirements, published by ASQA https://www.asqa.gov.au/sites/g/files/net3521/f/FACT_SHEET_Meeting_trainer_and_assessor_requirements.pdf

(To be continued in the upcoming newsletter and blogs)

September 15, 2021 ASQA, Audits, News, RTO Comments Off on Part 1- The trainer and assessor files

What are the specific programs selected for Skill First 2022 for new applicants?
Skill First -2022 List of Specific Programs
Do you know that one of the main eligibility criteria to apply for the 2022 Provider Selection Process is that your RTO must have delivered training (in the course that you seek to deliver under the contract) in one or more Programs of the 2022 List of Specific Programs?

But what are the List of Specific Programs?

Do you want to know the list of the courses that makes you eligible to apply for the Skills First training for Specific Programs? Click This CAQA link and it will take you to the list of the specific programs for 2022.
Non-foundation skills programs
Program ID Program Name
22470VIC 22470VIC Certificate II in Engineering Studies
ACM40818 ACM40818 Certificate IV in Farriery
AHC32419 AHC32419 Certificate III in Irrigation Technology
CHC22015 CHC22015 Certificate II in Community Services
CHC42015 CHC42015 Certificate IV in Community Services
CHC52015 CHC52015 Diploma of Community Services
CHC33015 CHC33015 Certificate III in Individual Support
CHC43015 CHC43015 Certificate IV in Ageing Support
CHC43115 CHC43115 Certificate IV in Disability
CHC43315 CHC43315 Certificate IV in Mental Health
CHC30113 CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 CHC50113 Diploma of Early Childhood Education and Care
FBP20217 FBP20217 Certificate II in Baking
FBP30217 FBP30217 Certificate III in Plant Baking
FBP30317 FBP30317 Certificate III in Cake and Pastry
FBP30417 FBP30417 Certificate III in Bread Baking
FBP30517 FBP30517 Certificate III in Baking
HLT33015 HLT33015 Certificate III in Allied Health Assistance
HLT47815 Certificate IV in Optical Dispensing
MEM20105 Certificate II in Engineering
MEM30219 Certificate III in Engineering – Mechanical Trade
MEM30505 Certificate III in Engineering – Technical
SIT31016 Certificate III in Patisserie
SIT40716 Certificate IV in Patisserie
TAE40116 Certificate IV in Training and Assessment
UEE31220 Certificate III in Instrumentation and Control
UEE31420 Certificate III in Security Equipment
UEE43220 Certificate IV in Industrial Automation and Control
Foundation skills programs
In order to deliver Foundation Skills Programs (as indicated on the 2022 Specific Programs List) under a Skills First VET Funding Contract, you must be included on the Foundation Skills Approved Provider List and have the relevant approval to deliver that program.
Program ID Program Name
10727NAT Certificate I in Spoken and Written English
10728NAT Certificate II in Spoken and Written English
10729NAT Certificate III in Spoken and Written English
10730NAT Certificate IV in Spoken and Written English for Further Study
22333VIC Certificate I in Developing Independence
22447VIC Certificate I in Mumgu-dhal tyama-tiyt
22448VIC Certificate II in Mumgu-dhal tyama-tiyt
22449VIC Certificate III in Mumgu-dhal tyama-tiyt
22472VIC Certificate I in General Education for Adults
22473VIC Certificate II in General Education for Adults
22474VIC Certificate III in General Education for Adults
22476VIC Certificate I in General Education for Adults (Introductory)
22481VIC Certificate II in Work Education
22484VIC Certificate I in EAL (Access)
22485VIC Certificate II in EAL (Access)
22486VIC Certificate III in EAL (Access)
22487VIC Certificate IV in EAL (Access)
22488VIC Certificate II in EAL (Employment)
22489VIC Certificate III in EAL (Employment)
22490VIC Certificate IV in EAL (Employment / Professional)
22491VIC Certificate III in EAL (Further Study)
22492VIC Certificate IV in EAL (Further Study)
22555VIC Certificate I in Initial Adult Literacy and Numeracy
22566VIC Certificate I in Work Education
22567VIC Certificate I in Transition Education
FSK10119 Certificate I in Access to Vocational Pathways
FSK10219 Certificate I in Skills for Vocational Pathways
FSK20119 Certificate II in Skills for Work and Vocational Pathways
September 11, 2021 Education, News Comments Off on What are the specific programs selected for Skill First 2022 for new applicants?

Part 1- The importance of internal audits

This is our first article in the series regarding “Internal audits”. Our main intention is to provide you with the required knowledge and skills, and equip you with the necessary resources to ensure you can audit your organisation against quality frameworks and standards effectively and efficiently.

What are Internal audits?
Internal audits are an independent, collaborative, impartial, objective assurance and consulting activity formulated to add value and improve operations of an organisation. It assists the organisation to bring a systematic, disciplined approach to effectively evaluate, monitor and improve the effectiveness of risk management, internal control and governance processes. Internal audits act as a catalyst for a strong risk and compliance culture within an organisation.

What are the benefits of conducting internal audits?
Internal audits act as a catalyst for enhancing an organisation’s governance, risk management and controls by presenting insight and recommendations based on interpretation and examination of data and business practices and processes. There are a number of other benefits, such as:

  • Audits assess an organisation’s performance and practices against the regulatory framework, guidelines and legislative/statutory instruments.
  • Audits provide management of an organisation with information on the effectiveness of risk management, control and governance processes.
  • Audits evaluate achievement of organisation objectives
  • Audits ensure assets are safeguarded and secure.
  • Audits assess efficiency, effectiveness and the economy of business activities.
  • Audits review operations and processes to ensure they are protected from any fraud, malpractice or corruption
  • Audits increase financial reliability and integrity
  • Audits help to improve the “control environment” of the organisation
  • Audits are great learning lessons for all parties involved
  • Audits identify the business areas that require urgent attention
  • Audits identify opportunities, accountabilities and risks
  • Audits help management understand what it needs to know, when it needs to know it and how it needs to be done or implemented.
  • Audits identify better ways of doing things by recommending how to improve internal controls and governance processes

What is an audit scope?
The scope of audit refers to the focus, extent, boundaries and range of the activities covered by an internal audit. It includes:

  • The objectives for conducting an audit
  • Nature and extent of auditing procedures and activities performed
  • The organisational units that will be examined
  • Location of the audit
  • Time-period that will be covered
  • Related activities not audited in order to define the boundaries of the audit.

The audit scope, ultimately, establishes how deeply an audit is required to be performed.

What is usually included in an RTO internal audit?
The internal audit is usually a documented process that includes the evaluation of the following:

  • Quality framework and standards and legislative guidelines
  • Training packages and the companion volume (including the implementation guides)
  • Assessment and learner resources
  • Training and assessment strategies
  • Trainers and assessors
  • Industry consultation and engagement and how improvements are made from them
  • Recognition of prior learning and credit-transfers
  • Transitioning planning, processes and procedures
  • Student certification and completion processes and procedures
  • Third-party agreements and monitoring processes and procedures
  • Student support, progression and welfare processes and procedures
  • Student and staff Interviews and questionnaires
  • Student records, student files and student data analysis
  • Enrolment and pre-enrolment processes and procedures
  • Marketing and advertising practices and procedures
  • Regulatory compliance and governance practice
  • Policies and procedures an organisation uses
  • Other organisational practices and systems

Who can be an internal auditor?
An Internal auditor can be anyone who has the required knowledge, skills and experience to objectively, professionally and unbiasedly evaluate your organisation’s processes and procedures to identify opportunities for improvements.

It can be an internal staff member or an external person such as a compliance consultant.

The required knowledge, skills and experience of internal auditors will be discussed in our next edition.

(To be continued in the upcoming newsletter and blogs)

September 8, 2021 Audits, RTO Comments Off on Part 1- The importance of internal audits

The VET Sector News- September 2021

ASQA approves extended transition period for Early Childhood Education & Care qualifications from the CHC Community Services training package until 20 January 2023

ASQA has recently approved an extended transition period for the following Early Childhood Education & Care qualifications. The extended training, assessment and certification issuance period for this qualification ends on 20 January 2023.

CHC30113 Certificate III in Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care

CHC50213 Diploma of School Aged Education and Care

CHC30213 Certificate III in Education Support

CHC40213 Certificate IV in Education Support

The qualifications will remain on the RTOs scope of registration until the end of the extended transition period unless the RTO chooses to withdraw it from scope prior.

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Strategic deliverables from ASQA’s Corporate Plan 2021-22

For the next four years, the Australian Skills Quality Authority (ASQA) has published its Corporate Plan 2021-22, which outlines the organisation’s strategic direction in the field of vocational education and training (VET).

As Saxon Rice, ASQA’s Chief Executive Officer, put it, the plan outlines the agency’s commitment to best-practice regulation of Australia’s vocational education and training industry.

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The online delivery of VET during COVID-19: part 1

This report, the first of two reports for this project, explores the vocational education and training (VET) sector’s response to COVID-19 through the increasing use of online training and assessment. The overall objective of this two-report study is to investigate the immediate response to COVID-19

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Australian border closures blamed for $2.7bn ELICOS related loss

Border closures related to the pandemic in Australia will see the country’s economy AU$2.7 billion worse off due to losses in income that would usually be generated by the ELICOS sector, according to a new analysis.

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Extra $3.2m to boost support for vocational education and training

A new funding model, backed by a $3.2 million investment, will help government schools to support their students into industry-endorsed Vocational Education and Training (VET).

Under the new arrangement, government schools will receive top-up funding of $300 for each student, or $600 for each eligible student with a School Card, enrolled in a VET qualification as part of a Flexible Industry Pathway (FIP).

The money will go directly to the school to support them with the implementation of the VET for School Students policy.

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Australia’s manufacturing sector to be revived as a result of COVID-19

IBSA Group, a workforce skills program developer, in support of National Skills Week next week, reports that Australia’s manufacturing sector will be reignited as a result of COVID-19.

More job opportunities and skills-based apprenticeships are likely to be created, due to more companies manufacturing in Australia rather than abroad, IBSA Group CEO Sharon Robertson said.

“Governments are also committed to substantial funding to re-skill our workforce in response to these challenges, which is incredibly encouraging and exciting for Australia’s manufacturing and related industries,” Robertson said.

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U.S. Invests $220M in Artificial Intelligence Research Institutes

The U.S. Department of Agriculture’s National Institute of Food and Agriculture (USDA-NIFA) and the U.S. National Science Foundation (NSF) announced a $220 million investment in 11 new NSF-led Artificial Intelligence (AI) Research Institutes. USDA-NIFA and other agencies and organisations have partnered with NSF to pursue transformational advances in a range of economic sectors and science and engineering fields — from food system security to next-generation edge networks.

In the tradition of USDA-NIFA investments, these new institutes leverage the scientific power of U.S. land-grant universities informed by a close partnership with farmers, producers, educators and innovators to provide sustainable crop production solutions and address these pressing societal challenges. These innovation centres will speed our ability to meet critical needs in the future agricultural workforce, providing equitable and fair market access, increasing nutrition security and providing tools for climate-smart agriculture.

Director of USDA-NIFA

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China Revises Law to Advance Innovation in Science, Technology

Chinese national lawmakers began deliberating a draft revision to the law on scientific and technological progress, as the country seeks to advance the quality and efficiency of its innovation in science and technology.

The draft was presented to the ongoing session of the Standing Committee of the National People’s Congress for its first reading. The lawmakers would add three chapters to the existing law which are “basic research,” “regional scientific and technological innovation” and “international scientific and technological cooperation”.

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September 3, 2021 VET Industry News Comments Off on The VET Sector News- September 2021
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