Message from the CEO (20 Feb 2022)

Message from the CEO

To know that the regulating body is revising its past practises in order to put more emphasis on positive things in the future such as working in collaboration with industry is a wonderful feeling.

We’ve included some articles on topics such as the metaverse, virtual reality, and artificial intelligence in this edition of the newsletter, as well as the most up-to-date news related to the vocational education and training industry.

Any requests for articles for our newsletter or magazine, please send an email to with the subject line “Request for Article.”

Sukh Sandhu

Reasonable adjustments in the learning environment

What is a reasonable adjustment?

In vocational education and training (VET), the term reasonable adjustment refers to adjusting the learning environment or making adjustments to the training or assessments offered. This is to provide a student with additional needs and/or requirements the same learning opportunities as a student with no barriers to learning.

Simple changes such as installing a specific sort of software on a computer for a person with vision impairment can qualify as a reasonable adjustment.

How can you make reasonable adjustments in the learning environment?

Keep a list of your student’s strengths and weaknesses.

Every student is different. Some students are great at certain subjects or tasks, but not so great or struggling with others. For example, some students learn best by listening to something explained to them, while other students learn better when they read about it for themselves. By making the correct reasonable adjustments in the learning environment, trainers can help their students reach their maximum potential no matter what kind of learner they are.

If a student struggles with reading comprehension and needs more time on assessments, there are many different ways you can make changes to allow that student to be as successful as possible.

Firstly, the length of the assessment should be reduced and divided into separate individual assessments so as not to overwhelm the student with too much information at once. Secondly, handwritten notes on top of all assessments can help shed light on confusing concepts, or at least allow the student to remember what’s important.

Finally, allowing students to use their notes during tests is another great way to ensure the understanding of the facts. Of course, for some nursing and healthcare students and a few other industries, you will not be able to allow open-book assessments, depending on the legislative, regulatory and requirements set by the training organisations.

If a student needs more auditory learning in order to grasp concepts, then hearing things explained through someone else might be helpful. Having that student sit near the trainer so they can follow along and ask questions will shortly clear up any confusion. Allowing students the opportunity to read the material for themselves will also strengthen their comprehension because reading forces readers to think critically about what they are reading.

Other strategies include the following:

  • Identifying whether they prefer lectures or small group activities if they are visual learners or if they are auditory learners do they learn through reading or listening etc.
  • Giving feedback on how well the student is learning and what they need in order to improve their skill sets.
  • Creating a learning plan that will allow them to reach their goals while also meeting other students’ needs.
  • Adjusting the training/teaching style
  • Providing more opportunities for students to practice skills outside of class
  • Introducing new content on a regular basis

Use technology as a tool for engagement

In today’s world, technology has become an integral part of our lives. We use it in our personal and professional lives every day – whether we are listening to music or watching movies or reading articles online. In order to learn effectively, educators must use this technology as a tool for engagement rather than focusing on teaching methods that are outdated and ineffective.

We all know how difficult it is to maintain the balance between learning and engagement. A student who is engaged in the learning process will be more likely to retain what they have learned.
There are many ways that you can use technology to help you engage your students while improving their learning experience. From using gamification software to building a platform for student-led discussions, there are many ways that you can use technology in your classroom.

One of the most effective methods for engaging students is by using gamification software like Duolingo or Quizlet. This allows students to practice their skills in a fun way and helps them improve their retention rate!

Create opportunities for collaboration

Collaboration is a key to success in the learning environment. One way to create opportunities for collaboration is by providing learners with a space where they can work together.

Collaboration is important for learning and development, but it often gets overlooked. Learning can be more collaborative when learners have opportunities to work together and share ideas.

In order to create opportunities for collaboration, make sure that you have a variety of learning tools in place. This includes tools such as whiteboards and flipcharts that can be used for brainstorming ideas, presentations, and group work.

CAQA Online forums, CAQA Info for maintaining your compliance and regulatory knowledge

CAQA Online forums provide information for RTO professionals. The purpose of the forums is to support compliance and regulatory knowledge with the help of other professionals in the field.

Some of the benefits of subscribing to our online forums are that it provides access to knowledge sharing and networking opportunities among peers in the vocational education and training industry. You can also get information on what’s new in the industry through the online community.

The following is an example of how discussions in CAQA online forums can help:

When you are looking for answers to questions on topics like compliance, regulation, red tape etc., you can search for them on online forums or look at similar threads on different platforms. The best part is that all these discussions are available to a number of VET experts so you will get answers from real people rather than bots or system-generated answers!

The other benefits include:

  • Receive timely notifications when important information is posted.
  • Get access to exclusive content and offers from the sponsors and members of the forum.
  • Post comments and create discussions with other members in order to build your knowledge base and stay current with current trends in the industry.

So, again, why not subscribe? Online forums provide an opportunity for you to stay up-to-date with the latest compliance and regulatory news. It also ensures that you make use of your knowledge by discussing different topics with other professionals in real-time.

To access CAQA Online Forums, please visit

RTO compliance guide to buy compliant assessment resources

According to almost all ASQA reports, getting an assessment right is one of an RTO’s most difficult compliance issues, with a substantial number of RTOs, audited being found to be non-compliant with clause 1.8 (ASQA’s 2017 report showed around 72% RTOs failed audit on assessment resources). This is what we notice as well whenever we have conducted any internal audits through CAQA.

It is a wise decision to get your training and assessment strategies and resources validated by independent industry experts to get honest feedback and an unbiased opinion.

The purpose of the assessment tool

The main purpose of an assessment tool, student assessment, or assessment pack is to ensure that trainers and assessors can effectively establish whether a learner is competent or not yet competent in a training product. There are three ways a trainer/assessor can establish competence:

  • Tell me what you can do (Demonstration of knowledge)
  • Show me what you can do (Demonstration of skills)
  • Make me something (Application of knowledge and skills)

Let’s look into some of the most important aspects in detail now:

Understand how the assessment materials meet the training package requirements

This step necessitates you concentrating on how the assessment materials fit the requirements of the training package. This is the step when you understand what competence in this particular unit of competency will look like.

Focus points include understanding of:

  • What is the AQF level where the unit of competency will be used?
  • What is the unit descriptor/application of the unit saying about work activities included in the unit of competency?
  • What are the prerequisite or corequisite requirements related to the unit of competency?
  • What level of skill is required for this unit according to where (which qualification) the unit of competency will be used
  • What are the elements, performance criteria, range of conditions, foundation skills, knowledge evidence, performance evidence, assessment conditions
  • Read the assessment conditions and foundation skills: What are the conditions under which this work activity should be conducted
  • Are there any other specific requirements applicable to this unit of competency?

Before moving on to practical task activities, the learner must first demonstrate that he or she understands the subject through demonstration of knowledge.

KNOWLEDGE – you need to have knowledge before you can perform

Look over the requirements for the training package and have a close look at the knowledge evidence to see if it says once is sufficient. If it does not state that, it implies that you must address each of the knowledge evidence criteria at least twice. We can address the knowledge evidence requirements using a variety of activities such as questions and answers, case studies, report writing, and other knowledge-based assessment methods.

PERFORMANCE – means that you have to do something

Then it’s time to look at performance criteria and performance evidence, and once again, pay attention to whether or not there are instructions on how many times this should be addressed. If this is not the case, each performance criteria and the performance evidence must be addressed in the assessment tasks and activities at least twice, if not more, utilising a variety of assessment methods and activities such as projects, portfolios, practical task activities, workplace tasks and observations and so on.

Focus on the action verbs and action keywords

Focus on all action verbs and action keywords included in the training package when developing your assessment resources. Each and every action verb and keyword must be addressed through the assessment resources.

Bloom’s taxonomy of measurable verbs is a good starting point to understand more about the action verbs.

Ensure if something is plural you have addressed them more than once.

If there is anything mentioned as plural such as strategies, you must ensure the assessment resources have at least two (2) or more strategies mentioned in them.

You must establish if each component of the training package requires evidence in the form of knowledge, skill or product.

Comprehensive mapping to training package requirements

A comprehensive mapping document is required to ensure all training package criteria has been addressed appropriately and comprehensively. Mapping is a cross-referencing activity where each component of the unit of competency is cross-referenced to one or more assessment criteria or questions in the assessment activities and tasks. Mapping is more a content validity process and not a process validity process.

Refer to the following articles for more information

Mapping document of assessment resources – do you need one?

Focus on evidence collection and assessment methods

Focus on evidence collection and assessment methods after ensuring that the assessment resources meet the training package requirements. The focus points should include:

  • What are the assessment methods selected for evidence collection?
  • Are these suitable and appropriate for evidence collection?
  • What are the other methods that may be used for evidence collection?
  • Where and how should evidence be collected?
  • What resources are required for evidence collection?

Foundation skills, assessment conditions, performance evidence, performance criteria and knowledge evidence should be taken into consideration when designing the evidence collection and assessment methods.

The evidence collection and assessment methods should change according to the AQF level where the units of competency will be used. For example, for a Certificate II, III level true or false, match the following statements with, multiple-choice questions, fill in the blanks might be appropriate but for Certificate IV and Diploma short answer questions, closed book, time-limited exams, contrast and separate, and other assessment methods could be used. We have included an AQF summary for you to understand how each AQF level requires a different set of requirements.

AQF Level Summary Qualifications Purpose of this Qualification
1 Graduates at this level will have knowledge and skills for initial work,

community involvement

and/or further learning

Certificate I basic functional knowledge and skills to undertake work, further learning and community involvement.
2 Graduates at this level will have knowledge and skills for work in a

defined context and/or

further learning

Certificate II qualify individuals to undertake mainly routine work and as a pathway to further learning.
3 Graduates at this level will have theoretical and practical knowledge and

skills for work and/or

further learning

Certificate III to qualify individuals who apply a broad range of knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning.
4 Graduates at this level will have theoretical and practical knowledge and

skills for specialised

and/or skilled work

and/or further learning

Certificate IV to qualify individuals who apply a broad range of specialised knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning.
5 Graduates at this level will have specialised knowledge and skills for


work and/or further


Diploma to qualify individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning.
6 Graduates at this level will have broad knowledge and skills for


skilled work and/or

further learning

Advanced Diploma Associate Degree to qualify individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning.
7 Graduates at this level will have broad and coherent knowledge and

skills for professional

work and/or further


Bachelor Degree to qualify individuals who apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning.
8 Graduates at this level will have advanced knowledge and skills for

professional highly skilled

work and/or further


Bachelor Honours Degree Graduate and

Vocational Graduate


Graduate and

Vocational Graduate


to qualify individuals who apply a body of knowledge in a specific context or range of contexts to undertake professional or highly skilled work and as a pathway for research and further learning.
9 Graduates at this level will have specialised knowledge and skills for

research, and/or

professional practice

and/or further learning

Masters Degree to qualify individuals who apply an advanced body of knowledge in a range of contexts for professional practice and as a pathway for further learning.
10 Graduates at this level will have a systematic and critical understanding of

a complex field of

learning and specialised

research skills for the

advancement of learning

and/or for professional


Doctoral Degree to qualify individuals who apply a substantial body of knowledge to research, investigate and develop new knowledge, in one or more fields of investigation, scholarship or professional practice.

You must look if the assessment methods accurately and properly describe how many questions students must do correctly to be deemed satisfactory in the assessment task or activity and then check mapping to ensure your recommendation does not compromise the integrity of the assessment.

Always remember that each of the evidence collection and assessment methods must flesh out the details related to the assessment activities and tasks such as what, why, where, how, when something must occur.

Check the content for validity and reliability

Ensure all content is complete, error-free, plagiarism and copyright issues free, you also need to ensure that:

  • Assessment resources have sufficient and clear information regarding what, when, how, where, why for your assessment template and all assessment tasks and activities.
  • Assessment resources have robust benchmarking and/or trainers’ guidance.
  • Assessment resources are allowing the trainer/assessor to assess the skills and knowledge of students through different assessment tasks over a period of time to ensure consistency and sufficiency.
  • Each and every question and assessment task has very clear guidelines around what is expected from the students in terms of both quantity and quality.
  • You have customised the off-the-shelf resources according to your RTO needs and requirements and not using them as-is.
  • Your assessment resources are written by industry experts with subject matter experts and are industry-relevant and current.
  • Your assessment resources address all requirements of the training packaging rules
  • Your assessment resources have detailed and valid performance checklists/observation checklists for assessing and observing the students before, during and after any skill assessment activity or workplace task
  • Your trainers and assessors gather sufficient, valid evidence for competency assessment
  • Your organisation offers appropriate simulated environments for conducting assessments
  • The authenticity of assessment, particularly in distance and online delivery is established and maintained
  • The context and conditions of assessment. For example, an assessment tool is developed to cater for a particular language, literacy and numeracy requirements, the learner’s workplace experience or other learner needs that require reasonable adjustment.
  • The context of the assessment may also take into account assessments already completed, and the competencies demonstrated in these assessments. By looking at the context, you can consider the conditions under which evidence for assessment must be gathered.
  • All activities are conducted adequately using the required:
    • equipment or material requirements
    • contingencies
    • specifications
    • physical conditions
    • relationships with team members and supervisors
    • relationships with clients/customers
    • timeframes for completion.
  • Assessment methods or tasks are suitable to the requirements of the units of competency and students are assessed on the tasks and activities according to the requirements of the training package.
  • The language used is simple English
  • The evidence required to make a decision of competency is clearly outlined
  • The types of activities and tasks students need to perform are clearly outlined
  • The level of performance required for each assessment activity is clearly outlined
  • Adequate exposure to workplace conditions, including appropriate simulated environments, is provided
  • Sufficient knowledge-based assessment tasks and activities such as written questions and case studies etc.
  • Sufficient practical based assessment tasks and activities such as projects, role plays, workplace tasks and observations etc.
  • Assessment resources are error-free and free from any grammar, copyright or plagiarism issues

Assessment resources meet principles of assessments and rules of evidence

When constructing or reviewing the assessment tools, RTO compliance experts such as compliance managers, RTO management and trainers and assessors must ensure that the principles of assessment and rules of evidence are strictly followed.

The regulatory requirements specify that this is not only good practice but also a requirement for RTO registration. Validity, reliability, flexibility, and fairness are all requirements of the assessment evaluation process.


The validity of an assessment outcome refers to the extent to which the interpretation and use of the outcome can be supported by evidence. When the assessment methods and assessment materials used reflect all the training package requirements such as elements, performance criteria, etc. the assessment is considered valid. The assessment outcome is also considered valid when the evidence gathered fully supports the assessment outcome.


The degree to which the assessment outcomes are consistent and accurate is referred to as reliability; that is, the extent to which the assessment will produce similar outcomes for students with equal competence at different times or places, regardless of the trainer who is conducting the assessment.


When students have the chance to negotiate specific components or aspects of their assessment (for example, timing) with their trainers and assessors, this is referred to as flexibility. All students should be thoroughly informed (for example, through an assessment plan) of the purpose of the assessment, the assessment criteria, the methods and tools that will be used, as well as the context and timing of the assessment, prior to taking part in it.


A fair assessment does not favour or disadvantage any particular learners or groups of students in a discriminatory manner. Depending on the situation, this may imply that assessment procedures be tailored to specific learners (such as those with disabilities or those from diverse cultural backgrounds) in order to guarantee that they are not disadvantaged as a result of their circumstances. An evaluation should not set too high demands on students, as this may hinder them from demonstrating competency in the subject matter (for example, an assessment should not demand a higher level of English language or literacy than that required to perform to the workplace standard outlined in the competencies being assessed).

Evidence is governed by a set of rules.

A well-designed assessment tool will aid in ensuring that the evidence gathered is of the following types:

  • Valid – there is a clear relationship between the evidence criteria of the unit of competency and the evidence on the basis of which the assessment judgement is made;
  • Sufficient – the performance criteria and evidence guide is addressed; competence is demonstrated over a period of time; all dimensions of competency are addressed; competence is demonstrated in a variety of settings;
  • Current – the evidence reveals that the student possesses current knowledge and skills, and
  • Authentic – the evidence may be confirmed to show that it is the student’s own original effort.

In conjunction with industry, assessment evaluation strategies, methodologies and tools should be developed, and they should be evaluated on an appropriate sample of students before being implemented.

Easy to contextualise to your learner cohorts

Contextualising assessments and learner materials are one of the most thought-provoking tasks that RTOs face. Many RTOs are deemed non-compliant due to their contextualisation methods.

Regardless of whether you have developed the assessment resources in-house or you have purchased them as off-the-shelf resources, you must customise and contextualise each training product.

The customisation and contextualisation should occur in terms of

  • training context,
  • learner characteristics,
  • delivery modes,
  • cultural context,
  • technology requirements,
  • AQF level,
  • intent if the unit of competency is not addressed appropriately,
  • formatting,
  • grammar,
  • Your RTO’s templates and style guides

For more information, please read the following articles

How to make a reasonable adjustment in summative assessments

Easy to modify to different delivery modes

Assessment resources should be adaptable to a variety of delivery modes, including online, offline, distance learning, workplace, and blended learning.

Clear guidance to the assessor

Assessment resources should provide clear instructions to assessors in terms of what they should look for.

  • what was expected from the learners
  • what they (trainers and assessors) should observe
    • have clear assessment (evidence-gathering) methods based on training package requirements
    • have clear assessment (evidence-gathering) tools
  • how they (trainers and assessors) should assess
    • have clear benchmarks and standards against which a student’s work is assessed
    • have clear evidence requirements to assess sufficiency and competency
    • have clear guidelines related to when assessments should occur and how they should occur
  • who should collect the evidence and when?
    • When determining who can collect evidence, the guidelines for training package assessment may be of use to you. It is critical that the instrument and instructions for your assessment tools clearly state what is expected of the students, the trainer/assessor, workplace supervisor or a third-party evidence gatherer. It is also critical that the instrument and instructions for your assessment tools provide a clear structure for the evidence gatherers to follow.
  • where they (trainers and assessors) should record
    • Focus on the requirements of the training package – is there any specific conditions, requirements and guidelines?
    • If workplace assessment is not possible or suitable, your alternative is to choose settings and procedures that allow students to demonstrate their competence to the level of performance indicated.
    • In a simulation, students should complete or deal with a task, activity, or problem in an off-the-job situation that is designed to mirror the workplace environment.
  • how they (trainers and assessors) should record
    • What are the RTO requirements and documentation?
  • who they (trainers and assessors) should report
    • Where do the assessors and trainers report the outcome of the assessment?
    • What is the procedure?
    • How students are informed about the assessment outcome?

Clear instructions to the learner

All assessment materials should provide very clear instructions to the learners in terms of:

  • What
  • When
  • Where
  • How
  • Why
  • Reasonable adjustments required

Observation checklists and benchmarking

All assessment resources should have comprehensive observation checklists and benchmarking to ensure

  • Learners know what is expected of them
  • Assessors know the scope of assessment in terms of what they should observe and assess, resources required and what should be considered when assessing
  • Clear guidelines and information related to how to use the observation checklists

All equipment, resources and facilities are available to conduct the assessment

Assessment conditions should be followed strictly and the training organisation should ensure that all equipment, resources and facilities are available to conduct the assessment.

Language, Literacy and numeracy requirements of the unit

The assessment tool must reflect the language, literacy and numeracy requirements related to the work task and work activities required to be assessed. Your focus points should include:

  • Reading
  • Writing
  • Numeracy
  • Oral communication
  • Learning

Ensure students are ready for the summative assessment

You must ensure that all students are ready for the summative assessment before you assess them.

For more information, please refer to

Formative vs Summative Assessment: A Comparison

Conduct pre and post validation checks

You must pre and post validate all assessment resources before and after you use them for your learners.

For more information, please refer to:

Different phases of assessment and learner validation processes (Part 1), Click here.

Different phases of assessment and learner validation processes (Part 2), Click here.

Different phases of assessment and learner validation processes (Part 3 of 4), Click here.

Different phases of assessment and learner validation processes (Part 4 of 4), Click here.

fact sheet, Click here.

Having a license of purchase

Training organisations should double-check that they have an authorised copy of the training and assessment resources from the publisher of the resource before using them for training purposes.

In a number of audits, the regulatory body has requested proof of purchase because a number of stakeholders are aware that there are some offenders in the sector who do not purchase the actual copies of the resources, resell when they do not have authority, or obtain materials in other illegal ways.

For more information, please click here.

How to protect the copyright of your training and assessment materials Margaret Ryan (lawyer and trade marks attorney), for more information click here.


Guide – developing assessment tools

How artificial intelligence and machine learning will change the education and training industry

There’s a lot of talk about artificial intelligence and machine learning today, but what exactly is it?

Machine learning is a process of developing computer programs that can learn from data without being explicitly programmed by a human. This gives it the ability to process large amounts of data and find patterns within them. Its development has led to significant advances in computational science and many experts predict this technology will lead to more change in society than even personal computing or the Internet.

Artificial intelligence is transforming almost every industry imaginable — from transportation (Google’s self-driving cars) to finance (robotic investment advisors) and healthcare (virtual doctors). Education and training are no exception. Artificial intelligence can be used in several ways: teaching, training and recruiting.

The education and training industry is an important sector of the economy. It is also a very complex one. AI and machine learning are changing how we learn, teach, and train. They are making it possible for us to learn in new ways, teach in new ways, and train in new ways.

In the classroom, you can expect AI to make a huge impact on education, creating personalised learning plans for students whilst also optimising lesson plans to better meet their needs. This is already happening today in higher education at institutions like MIT and Harvard University which use online learning platforms from companies like Coursera to deliver lectures directly to students according to their academic progress and readiness levels.

Personalised instruction will be a boon for teaching languages. The Association of Language Testers in Education notes that language educators have been using computer-assisted language learning (CALL) since the 1980s — with good results. But CALL has traditionally been based on programmed instruction where “the teacher’s role is to monitor and evaluate the learners’ responses and to provide corrective feedback where necessary.” Similarly, there are a number of companies today that use AI to automatically generate personalised instruction for language learners.

It is predicted that “fully autonomous personalised language tutors” will exist in the near future, thanks to advancements in natural language processing technologies that enable chatbots to converse naturally with individuals.

In the past, training was largely a one-way process where an instructor delivered content to some learners and those individuals made their best effort to absorb it. The advent of new technologies has given rise to two-way communication between instructors and students which makes learning a collaborative experience.

Machine learning gives companies a way to more efficiently assess learning outcomes by providing them with specific data through analytics about how different groups of learners have performed in the past. Data on student performance can be applied to future hires so that they fit better into teams from the start — saving time and money on training later down the road. Via machine learning, businesses can identify which students are most likely to complete training programs and become high-performing employees. It will also help reduce human errors by automating some tasks or replacing human teachers with AI teachers who are better at teaching concepts like math or science. The future of education will be more personalised and customised for every individual student. The rise in popularity of MOOCs (massive open online courses) has paved the way for this change.

Another big change: in the future, training and development will be a continuous process rather than something that happens once or twice a year. This is already happening today at companies like Google and Pivotal Labs where employees continue to learn no matter how long they have worked for the company thanks to daily on-the-job learning opportunities.

AI can even help recruiters find candidates by giving them access to personalised recommendations based on their unique needs. Today, many organisations are using automated recruiting platforms that provide them with tools to assess their own internal talent as well as assess external candidates against open roles based on skillsets and other qualifications.

What types of jobs are likely to be in demand in the future?

The future of work is a difficult topic to discuss because we do not know what the future will bring. However, there are some trends that can be predicted with a high degree of certainty.

The jobs in the future will be more focused on people and their skill sets. As automation becomes more prevalent in the workplace, many jobs that were previously performed by humans will now be done by machines. This means that there will be more demand for people with skill sets such as creativity, adaptability, and emotional intelligence.

Let’s look at some of the occupations, we believe will be in demand in the future:

Data scientists

Data scientists are people who use the power of data to aid business decisions. They use these tools to provide insights into how customers, competitors, and other external factors may impact the company’s performance.

Healthcare worker

Healthcare worker is a term used to describe all people who work in fields such as health care, physical or occupational therapy, nursing, social work or counselling.

Data engineer

The data engineer is a skilled professional who is primarily responsible for the implementation and management of computer systems to collect, process, store, and retrieve data. The job can be done manually or through machine learning models.

Machine learning engineer

Machine learning engineers are data scientists who use software to learn. They build models of how algorithms work, and then they optimize them.

Artificial intelligence engineer

An artificial intelligence engineer is an expert in the design, implementation, and study of intelligent agents that perceive and act in environments for human beings.

Software engineer

Software engineers are in demand as a job in demand in the future. They create and maintain software for products, systems, and services that range from personal computers to complex embedded systems, by applying engineering principles, design techniques, and programming skills.

Data analyst

Data analysts are typically tasked with taking raw data and turning it into insight for business. The role is becoming more important as the demand for data analytics grows in the business world and job opportunities increase.

Metahuman Doctor

All of our biometric and physiological data will be digitised and stored in our metahuman avatars, with the data being updated in real-time thanks to the use of nanotech sensors that will be implanted in our metahuman avatars. This enables meta doctors to diagnose and test different treatments on actual people in order to determine the most effective solutions for our bodies.

Smart Contract Lawyer

People require the services of a consultant, such as a Smart Contract Lawyer, in order to execute transactions in the metaverse. In addition, this specialist will make certain that the terms of your agreement are precisely encoded for confidentiality and saved in the blockchain, as well as that the cryptocurrencies, asset transactions, and related royalties are secured.

Data Bounty Hunter

Data Bounty Hunter is a job title that describes a person who hunts for data.

If data is the energy that propels the metaverse, then personal data is the most valuable component of that energy source. Sensors will be ubiquitous by that time, and the metaverse platform will store more user data than any contemporary social media network.

How can individuals maintain control over their data, which is spread across multiple websites, organisations, and governments? – A new service would be created to search for your data, ensuring that you have access to and ownership of all of your information. Several of these companies have specialised knowledge of personal privacy laws in various jurisdictions and are capable of managing personal data. They are also skilled in data mining, which allows them to track your data in the same way that a Data Bounty Hunter would.

The risk of data theft, on the other hand, will be significantly greater than it is today. It will be a significant problem for businesses to ensure that users’ personal information is protected while also preventing the transmission and manipulation of misleading information. The information verification industry is a popular career choice as a result of these factors.

Construction workers

Department of Employment, Skills, Small and Family Business estimates that 113,700 more workers will be needed in building and construction by 2024, an increase of 9.7 per cent, with growth being strongest in capital cities than regional areas.

ICT managers

From 2020 to 2030, the employment of computer and information systems managers is expected to expand at a rate of 11 per cent, which is faster than the average rate for all occupations.


Are scientists trained in psychology (the science of mental life).

This is an extremely significant profession, whether in the metaverse or in the actual world.

Despite the fact that our photos in the virtual world appear to be attractive, the popularity of social media has done nothing to alleviate the problem of interpersonal estrangement. We still have to deal with actual issues in school, work, family, relationships, finances, and a variety of other areas. It can be difficult to strike a balance between the virtual and real worlds, especially for young people who were born into the digital age. Recently, the Boston Children’s Hospital in the United States opened a Digital Wellness Lab. The lab’s mission is to investigate the impacts of digital technology on our minds as well as our bodies and behaviours in order to provide realistic solutions based on scientific data.

The exception is the conventional profession of psychologists in the real world, all of the vocations listed above require mastery of digital abilities, which includes the ability to write computer programmes (coding), which is nearly a requirement in many cases.

Teachers/trainers and assessors

Since the beginning of the population boom in Australia, the demand for educators such as teachers in schools and trainers and assessors in the vocational education and training sector has increased on a daily basis, and we will require a large number of educators in the foreseeable future.

Also of note, education is Australia’s third-largest export, contributing an average of $32 billion a year to the country’s economy. Over the previous ten years, the education business has had growth of 2.7 per cent, which is significantly greater than the national average in Australia.

Digital marketers with practical online skills

Digital marketing is a rapidly changing discipline, with many opportunities and challenges. As the Digital Age has progressed, so have the techniques and tactics used to create marketing campaigns for organizations. There are five core competencies that all digital marketers should be aware of: e-marketing, SEO, SEM, social media marketing and content creation.

For more information, please visit:

Jobs of the future

According to, more personalised learning opportunities will present opportunities in the global e-learning market by 2030.

The Global E-Learning Market report has been added to’s offering.

E-learning is a learning system based on formalised teaching with the help of electronic resources. E-learning saves both time and money as video recorded lectures are easy to record and repeat whenever necessary.

In addition, it helps to manage the schedule of students as they can take online courses at their most convenient time, whether early in the morning, late afternoon, or evening. Moreover, as the students do not have to pay for transportation or worry about eating on the go, it enables the learner to learn at their own speed and convenience. Thus, by applying e-learning, employers can verify their candidate’s actual skill qualification.

The rise in the adoption of advanced e-learning systems and the increase in the adoption of cloud-based e-learning platforms positively impacts the growth of the market. In addition, the surge in the use of AI and machine learning in e-learning systems boost the growth of the market across the globe. However, factors such as lack of face-to-face interactions in the E-learning systems and lack of practical knowledge limit the growth of the market. On the contrary, the emergence of several trends such as microlearning, gamification, adaptive learning, and mobile learning are expected to offer remunerative opportunities for the expansion of the market during the forecast period.

The e-learning market is segmented on the basis of provider, deployment model, course, end-user, and region. By provider, it is bifurcated into content and service. By deployment mode, it is categorised into cloud and on-premise. By course, it is divided into primary and secondary education, higher education, online certification and professional course, test preparation. By end-user, it is classified into academic, corporate, and government. By region, the e-learning market is analysed across North America, Europe, Asia-Pacific, and LAMEA.

Key Benefits

  • The study provides an in-depth analysis of the e-learning market forecast along with the current trends and future estimations to explain the imminent investment pockets.
  • Information about key drivers, restraints, & opportunities and their impact analysis on the global market is provided in the report.
  • Porter’s five forces analysis illustrates the potency of the buyers and suppliers operating in the industry.
  • A quantitative analysis of the e-learning market trends from 2021 to 2030 is provided to determine the market potential.

Market Dynamics


  • Remote learning trends enforced by the global pandemic
  • Increase in adoption of smartphones and cellular technology


  • Lower interaction with fellow learners and peers
  • Need for higher self-motivation and proper time management skills among learners


  • Time and cost-effectiveness of e-learning models
  • More personalised learning opportunities

Companies Mentioned

  • Adobe
  • Aptara Inc.
  • Articulate Global LLC
  • CERTPOINT Cisco Systems Inc.
  • Citrix Systems Inc.
  • D2L Corporation
  • Microsoft Corporation
  • Oracle Corporation
  • SAP SE

For more information about this report visit here.

Why Australia is falling behind New Zealand in terms of digital (in)accessibility

The findings of a new study by Infosys suggest that Australia lags behind New Zealand when it comes to ensuring that all digital properties are accessible, such as making mobile banking and digital citizen services accessible, as well as making online learning experiences accessible.

650 medium and large businesses, public sector organisations, and non-profit organisations were polled, and the results revealed a widespread lack of understanding of the Web Content Accessibility Guidelines (WCAG) – which either indicates that they are not focused on digital accessibility or that they are failing to meet the WCAG standards.

According to the findings, less than half (47 per cent) of Australian organisations have implemented any substantial accessibility enhancements to online touchpoints for customers and employees, compared to about two-thirds (62 per cent) of New Zealand organisations in this category.

New Zealand has announced proposed improvements under the New Zealand Accessibility Act, as well as a new Ministry for people with disabilities and partnership initiatives between non-governmental organisations (NGOs) and the New Zealand government, which could result in the gap widening even more.

Furthermore, there is a gap between company sectors, with the survey indicating that banking and consulting firms, as well as information technology and retail organisations, were at the forefront of digital accessibility standards implementation. Education, non-profit organisations, and health and welfare organisations, on the other hand, have the most potential for development.

The public sector has one of the lowest rates of adoption across all industries when it comes to digital experiences for citizens, and it also has one of the lowest rates of adoption when it comes to digital accessibility for employees. In spite of the rapid move to online government services and a significant increase in digital inclusion measures as a result of the pandemic – at a rate nearly three times higher than that of publicly traded enterprises – this is the case.

This is concerning because businesses rely on the government for guidance, which is a source of concern. Approximately three in every five organisations (59 per cent) believe that digital accessibility will only become ubiquitous once it is legally mandated, indicating a strong need for a greater framework.

When it comes to Digital Accessibility, the further along an organisation is on its journey, the more the value placed on written policies. The development of a Digital Accessibility Roadmap may be the single most important step an organisation can take, as evidenced by this finding.

In order to create a digital accessibility roadmap, the researchers recommend that organisations follow three steps:

  1. Determine the current maturity before implementing a plan.
  2. Make breakthroughs more quickly
  3. Foster an environment that is inclusive.

To read the full research click here.

Students can take advantage of services offered to them throughout virtual learning and beyond.

Students should not feel limited by the opportunities available to them. Virtual learning services are just one of the many ways that students can take advantage of.

Virtual Learning: Virtual learning is an immersive, interactive, and collaborative approach to learning. It is based on the idea that learners can access knowledge from anywhere at any time, using a variety of digital media such as video, audio, text-based material and virtual reality.

Services: Services offered by companies include tutoring, online courses or classes, mentorship programs. These services make it possible for students to learn at their own pace in their own time.

Virtual learning services are becoming more and more popular with every passing year. These services offer students a wide range of benefits including personalization, flexibility, and convenience.

Students can take advantage of these services in many different ways such as: taking courses on their own time, receiving support from tutors and peers or even enrolling in classes that aren’t offered on campus.

A common form of online support provided by virtual learning tools are tutorials, spaced repetition modules and collaborative workspaces.

Tutorials may be required for general subject knowledge as well as specific program requirements. Assessments prior to tutorial registration allow institutions to determine which individuals require additional guidance before they move forward in course courses. Collaborative workspaces also allow students to ask questions about materials learned in the tutorials as well as provide feedback from classmates.

Spaced repetition modules allow students to work on sections of content at their own pace. In other words, the student can review the information just before they are about to forget it, instead of being surprised by a pop quiz or exam.

Spaced repetition is used along with learning how the brain best learns and memorises information by spacing out study time over periods of time. For example, a student may review a topic once a day for five days in a row and then not have to worry about it until after their test has been taken.

The collaboration spaces also allows students to work together which can be very helpful if one or more individuals are taking the same course but either live too far away from each other, have conflicting schedules etc.

Other forms of support offered through virtual learning are advanced search tools, virtual tutors, online homework grading and testing services.

Virtual tutors may be available by teachers or students who have either had previous experience in providing help to their peers or training on how to do so.

Online homework grading and testing services allow the student access to all materials needed for class including tests which can then be submitted electronically.

Some institutions offer this service for free while others charge a fee depending on the number of submissions allowed within a certain time frame as well as what type of access is granted back to the student.

The use of virtual learning has grown rapidly over the past several years with many institutions offering online course materials and support to their students.

Virtual Reality presents a number of challenges

Virtual Reality, the immersive presentation of a digital environment, has been around for many decades – but it’s only recently that we’ve seen affordable and accessible consumer hardware offering the ability to view and interact with VR via an ordinary smartphone. With the rise of VR technology, companies are looking to develop new ways to use it in their business models.

Virtual Reality is often used as an immersive experience that helps customers understand their product better. Companies like Google have even created virtual reality tours for their products so that customers can get a better feel for how the products work without having to buy them first.

Google Cardboard and Samsung Gear VR (powered by Oculus) are among the cheapest options; more expensive devices such as the Oculus Rift give a better experience, particularly when paired with specialised motion sensors etc. But this technology is still very new and there are a number of challenges that make it difficult to create high-quality content:

As such, Virtual Reality presents some unique challenges for developers wanting to produce compelling content on these devices: both user interface/experience issues as well as technical hurdles. There’s also the issue of attracting users to your VR app – since there’s a high barrier to entry in terms of price, most early adopters won’t be VR enthusiasts. So how do you get non-enthusiasts on board?

Virtual Reality also presents a number of other challenges such as

  • the need for new hardware and software,
  • how do we use the new content creation techniques (One of the biggest challenges facing VR creators is how to make content that can be consumed by everyone, not just those who have access to VR headsets. This means creating 360-degree videos and interactive experiences that can be viewed on mobile devices or traditional screens.)
  • how do we develop different types of content (VR requires content creators to develop skills outside their comfort zone – they need to learn new technologies and create experiences that are unique and engaging, virtual Reality also presents a number of challenges for content creators, developers, and marketers. Some of these challenges include – immersion, tracking, data visualisation, and user experience design.)
  • how do we distinguish between reality and virtual reality,
  • how do we make sure that the virtual world is safe for everyone,
  • how do we create a sense of community and belonging in VR,
  • VR headsets are expensive and require a high level of hardware specifications (The average cost of a high-end VR headset is in hundreds of dollars, which can be quite expensive for many people.)
  • the lack of storytelling in VR means that it is difficult to engage people emotionally.
  • VR creates a sense of presence, but without the traditional cues that we have in real life, it can be difficult to understand what is happening in the virtual world.
  • There is no standard way for people to share VR experiences

We must keep in mind that creating virtual reality content without the usage of VR headsets and computers is extremely tough. Aside from that, it is tough to develop immersive virtual reality experiences that are both participatory and entertaining at the same time.

There is a lot of potential for Virtual Reality to be used in the creative industry, but only if these concerns are addressed in an appropriate manner.

Everything, even academic research, will be changed by the metaverse.

We are living in a time of rapid change. Technology has been disrupting the way we live and work since its invention. In this article, we will discuss how the metaverse is changing everything, even academic research.

The idea of a metaverse has been part of science fiction for decades, but the term is on the threshold of becoming a reality. With its 2018 sci-fi film “Ready Player One,” director Steven Spielberg provides a glimpse into what many technology companies predict will be the Internet’s next big thing – metaverse!

What is the metaverse, anyway?

The metaverse is a term used to describe an online 3D virtual world that can be accessed by any device with an internet connection. The metaverse allows users to create, share, and interact with digital environments using avatars (3D representations) that they control through their devices.

Virtual reality and a digital second life are two concepts that have been around for a long time, and the metaverse is the result of their coming together.

Since the beginning of the twentieth century, technologists have dreamed of a time when our virtual lives would be just as essential as our physical ones. It’s possible that we’ll spend a significant amount of time communicating with our friends and coworkers in virtual reality. Because of this, we would spend money on costumes and stuff for our digital avatars in that location as well.

Virtual reality, referred to as the metaverse by techies such as Mr Zuckerberg, serves as a computing platform for people who want to live a second life online. You wear a virtual reality headset, which immerses you in a three-dimensional environment. You interact with virtual items with the use of motion-sensing controllers, and you converse with others through the use of a microphone.

In the past few years, many companies have invested heavily into developing their own 3D virtual worlds for their employees to use as a tool for work-life balance and productivity. For example, Microsoft has invested millions into developing its own version of the metaverse.

The metaverse has the potential to change everything, even academic research. It is one of the most exciting and promising developments in recent times.

The metaverse is a virtual 3D representation of the real world. It is a digital representation of the physical world that allows people to conduct business and interact with each other in a simulated environment. The metaverse can be accessed from any device with internet connection.

Instead of relying on traditional methods such as surveys, interviews and focus groups, researchers can now conduct their studies in this virtual world. Explaining this in simple terms – It will allow students to do their own research from any location, which can be very beneficial in terms of cost and time management.

The metaverse will also change how we experience art. In this new environment, people can create and share their own digital artworks with others in the same space.

The metaverse will offer a great “learning environment”, which means it provides opportunities for learners and teachers alike to engage in personalised learning, collaborative learning, and knowledge sharing.

The metaverse has been cited as an important tool for educators to use in their teaching practices. The Metaverse’s ability to provide information in a way that allows learners to interact with it will allow them to develop skills that they might not have had otherwise.

ASQA has begun a four-year program of collaboration with the industry to co-design a model for self-assurance.

For the Australian Skills Quality Authority (ASQA), ORIMA Research will conduct a comprehensive consultation process with vocational education and training providers in early 2022 on behalf of ASQA. The information gathered will be used to help establish a self-assurance model for the industry.

Providers were urged to register their interest in participating in this consultation by filling out an online form.

This consultation process is an important first step in the codesign of a self-assurance model for the industry, and it should not be overlooked. As a result, providers will have an unprecedented opportunity to contribute to the development of the self-assurance model in the future, ensuring that it is informed by the real-world experiences and insights of those who provide self-assurance services to users. ASQA is seeking input from a diverse range of service providers since it is critical that the needs and conditions of the whole sector are taken into consideration during the design of the new model.

For more information, please visit here

As the number of overseas students declines, Australia faces the prospect of losing future skilled workers and citizens.

When so many international students left Australia, think about what the country lost. Approximately $40.3 billion was contributed to the economy by them in 2019. Approximately 250,000 jobs in Australia were supported by international education.

In some sections of the higher education industry, border closures resulted in a reduction of enrollments of up to 70%.

Although the financial consequences for Australian institutions have been less severe than anticipated, the loss of billions of dollars in revenue should not be overlooked. As a result, universities were exposed to the hazards associated with relying on an incessant influx of new international students and their tuition payments. Approximately 35,000 academic and professional jobs were lost as a result of the pandemic’s financial impact on institution finances.

Communities and companies in the host country were also disadvantaged by the purchasing power of overseas students and their visiting family members. For job gaps that these students would fill, employers have struggled to locate enough local workers.

Although the entire picture of enrolment and commencement figures for both foreign and domestic students will not be available until March, the Minister for Immigration, Alex Hawke, said on January 18 that 43,300 international students have already returned to Australia.

Over the past two years, Australia’s proportion of global demand has decreased from 17 per cent to 12 per cent.

During the same period, Australia’s market share in the Indian market more than halved, falling from 20 per cent to 9 per cent.

NCVER Report – Upskilling and reskilling: the impact of the COVID-19 pandemic on employers and their training choices

Photo source: NCVER

NCVER’s latest research examines how Australian employers have been affected by the COVID-19 pandemic and their future workforce training plans.

To survive financially during the pandemic, many businesses had to adjust and digitise their operations, as well as shift quickly to remote working arrangements.

As restrictions started easing in 2020, businesses were faced with changing working environments. This resulted in new staff training demands, particularly on how to operate safely in the prevailing COVID-19 business conditions, and in health and safety and infection control. Digital skills also emerged as a key training need.

For more information, click here.

From February 21, all fully vaccinated international students are permitted to return to Australia.

Following one of the world’s most extensive COVID-19 isolations, the Australian government will open its doors to all international students who have received a full COVID-19 vaccination.

According to, the decision will take effect on February 21 and will have an impact on over 500,000 international students currently enrolled in the country, as well as all other people who have temporarily suspended their duties due to the pandemic.

On February 21, 2022, all fully vaccinated visa holders will be able to travel to Australia without requiring a travel exemption. “Visa holders who have not been vaccinated will still require a valid travel exemption to enter Australia,” according to the country’s Home Affairs Department.

Due to the government’s announcement that the country’s borders will be closed starting in March 2020, Australia has enforced the most stringent travel ban when compared to other countries. Another country that used a similar approach was the United States of America, which for nearly two years barred European citizens from travelling to the country.

“It has been about two years since we made the decision to close the borders with Australia. Following a meeting of the national security cabinet, Morrison stated that if a person has had two vaccinations, “we look forwards to welcoming them back to Australia.”

Following a 17 per cent decrease from last year’s similar time, the Department of Education estimates that Australia will have 568,746 overseas students during its January-November 2021 academic year period.

Chinese students (169,881) account for 28 per cent of all students enrolled in Australian universities in 2021, followed by Indians (99,523), who account for 17 per cent of all students, and Nepalese students (45,461), who account for eight per cent of all students enrolled in Australian universities in 2021 and represent a 13 per cent decrease from the previous year’s total.

Most recently, the neighbouring country of New Zealand declared that its initial reopening phases will begin just one week after Australia on February 27, which will be a week after the Australian reopening. Thus, around 5,000 international students will be permitted to enter the country beginning on April 12 and attend their classes in person.

People from New Zealand and other qualified countries travelling to Australia will be the first to be let into the nation, with the second phase allowing for the reopening of the country to people from other countries travelling on Working Holiday Scheme visas and those on skilled worker visas.

While Australia and New Zealand have made the decision to extend their borders to international students, Japan continues to place strict regulations on foreign students who wish to study there. The Asian country had declared that it would reopen to international students in stages, beginning with the admission of 87 students on January 30 and then 400 more students being granted permission to study there. The vast majority of 147,000 overseas students, who have been granted permission to study in Japan, are, however, left in their home countries after receiving their visas.

The Victorian Chamber of Commerce and Industry survey unveiled Victoria as the most difficult state in Australia to do business in.

More than half of Australian businesses consider Victoria to be the most difficult state in which to conduct business, with local operators paying the highest taxes in the country.

The Victorian Chamber of Commerce and Industry unveiled its first cost of doing business index on Wednesday, which ranks the cost of doing business in all states and territories throughout the country.

More than half of Victorian businesses with operations in other regions of the country said Victoria was the most difficult state to conduct business in the country.

Only 7% of respondents said that the Andrews government was doing a good job of lowering the cost of doing business in the country.

Businesses in the state paid the highest local and state taxes in Australia, accounting for 6.2 per cent of gross state product, with the next highest rate being 5.7 per cent in New South Wales.

In terms of the number of permissions, licences, and regulations required to start a business, Victoria was the second-worst jurisdiction, with an average of 43 forms required per new enterprise.

The Australian Capital Territory (ACT) required the most permits on average, with 45, while the Northern Territory required the fewest, with 29.

According to a survey conducted by the Victorian Chamber of Commerce, wait times for government services, including compliance and regulation, are increasing longer.

Some firms have reported having to deal with “inconsistent rules or conflicting messages” between government departments that don’t communicate with one another on a regular basis.

In terms of affordability and labour productivity, Victoria was placed second to last, with tourist gross state product between 2018 and 2019 totalling $82,273 per worker, trailing only Tasmania’s figure of $78,950. This is in comparison to the state of New South Wales, which had the highest salary at $97,478.

Victoria was placed top in terms of skills and labour, and it has one of the most highly educated workforces in the country.

Businesses reported that they were having trouble obtaining the labour and skills they required, particularly in entry-level and vocational roles, according to four out of five respondents.

With a firm entry rate of 16.6 per cent between 2017 and 2021, the state was ranked second in entrepreneurship and innovation, trailing only the ACT, which had a rate of 18.1 per cent.

The chamber’s report acknowledged the impact of the COVID-19 pandemic on Victoria, with businesses in the state experiencing greater disruption than those in other parts of the country.

According to Martin Pakula, the state’s Industry Support Minister, the findings highlighted “the extremely tough pandemic circumstances” that the state had encountered.

Since 2002, Melbourne has continuously been in the top three of the world’s most liveable cities, although it lost its title as the most liveable city in the world last year, sliding to eighth position. Saul Eslake, an economist, has cautioned that, following a decade of decline, Victorians have become poorer than residents of any other state or territory, with the exception of South Australia.

In 2019-2020, the following percentage of gross state product is represented by tax expenses (including state and local).

  • The state of Victoria has a 6.27 per cent tax.
  • The state of New South Wales has a 5.72 per cent.
  • South Africa has a 5.68 per cent.
  • Tasmania has a 5.2 per cent.
  • The state of Queensland has 5%.
  • Western Australia only 4%

The Victorian Chamber of Commerce and Industry is the source of this information.

In response to the findings presented in the report, VCCI provided eight practical recommendations for government to address the costs and barriers faced by our members.

The recommendations include:

  • Developing a business concierge to streamline the experience for business at the interface of government and industry.
  • Conducting a root and branch review of the Victorian tax system with the aim of optimising state revenue collection to deal with the costs facing Victorian businesses, while also making Victoria the lowest taxing jurisdiction for business in Australia.
  • Fast-tracking government approvals, grants and programs to get business back in business, and to address the backlog of projects delayed due to COVID-19.
  • Continuing to enhance and evolve the culture of the public sector and of local government in engaging with business, so that it has a business enabling and proactive mindset.
  • Creating a permanent forum or working group for a diverse set of industry stakeholders to provide early input into policy design and delivery.
  • Expanding the facilitation role of Invest Victoria to have a greater focus on boosting the success of small businesses and regional industries.
  • Building on the partnership between VCCI and the Victorian Skills Authority to help address the rising skill mismatch challenge in the state, particularly in vocational education and in regional areas.
  • Seeking out opportunities for the government to partner with the private sector in delivering key services where appropriate.

Even if the border is fully reopened, the country will continue to experience a national skills shortage – how VET sector is the solution?

A large number of Australians are now in trades, the fastest rate since the start of the pandemic. A record number of students are also attending universities, but experts believe more must be done to boost skills training possibilities that are focused on the future of employment.

The number of young Australians enrolled in university has increased to nearly 50%, the highest cohort on record, according to industry and researchers, who claim that a growing preference for higher education is diverting talented young people away from emerging industries that can be accessed through vocational education and training.

It is their opinion that, in the face of a national skills shortage, the government should do more to promote options in vocational education and training that are tailored towards developing industries.

Since the outbreak of the epidemic, more people have rushed into higher education, with Productivity Commission data revealing that 47.8 per cent of those under the age of 25 are currently enrolled in a bachelor’s degree programme. A recent analysis of financial results has revealed that many students would benefit from pursuing vocations rather than simply going to school for a degree.

Young Australians with low ATARs who choose to go to university are expected to earn less during their lifetimes, according to a Grattan Institute study that looked at historical incomes and education records.

An urgent need for skilled labour has arisen in the wake of the pandemic, which has been compounded by two years of border closures and the exodus of foreigners.

According to analysts, the increase in vocational training is insufficient to fulfil the demands of the future of employment….

‘Industry 4.0,’ according to Peter Nolan, chief executive of industry training organisation PEER, represents a growing realisation that the future generation of employment, which he refers to as “Industry 4.0,” offers a plethora of new prospects outside of university qualifications.

According to Nolan, “There is a big portion of the fascinating difficulties with automation and artificial intelligence that require tradespeople to design, operate, and maintain the technology that delivers automation and advancements in robotics.”

Similar to Hurley, Peter Hurley, a higher education researcher from the Mitchell Institute at Victoria University, believes that policymakers must develop better vocational education and training (VET) courses to provide young people with more options outside of traditional apprenticeships and university education.

The minister noted that while record numbers of young people are attending university and completing apprenticeships, “there is a need for more high-quality options,” pointing to jobs in business, hospitality and elderly care, as well as in childcare and childcare assistant.

Industry leaders have been reporting for years that private upskilling programmes have gained popularity in the tech sector, which has also struggled to find talent in a limited local pool. This has been attributed to a lack of government-funded training programmes geared specifically towards the sector, they say.

In an interview with Business Insider Australia, Lambros Photios, the founder of Sydney-based software development Station Five, stated that many major corporations are losing out as a result of their fixation on hiring university-trained employees.

With their existing operating methods, universities are unable to generate courses quickly enough, he claims, because the time required for them to create a course would already render the technology obsolete.

Vocational training should be promoted.

Vocational education and training enrolled 3.9 million people last year, according to data from the National Center for Vocational Education Research (NCVER).

Some 2.4 million of those were enrolled in short courses like first aid and construction safety rather than in extensive vocational training.

Furthermore, while national numbers show an uptick in the number of apprenticeships and traineeships in trades being taken up and completed in the June quarter of 2021, this was not enough to make up for significant declines in recent years.

Despite an increase in training and completion statistics between the June 2020 quarter and June 2021 quarter, Labor leader Chris Minns stated that fewer students were completing training in NSW.

In the previous year, “the fall has hit across all sectors with a 12 per cent decrease in building trades workers, an 18.9 per cent decrease in food trades workers, and a 20.2 per cent decrease in skilled animal and horticultural workers,” Minns explained.

However, Alister Henskens, the NSW Minister for Skills and Training, has stated that the state’s free apprenticeships and traineeships have resulted in 40 per cent more students starting an apprenticeship or traineeship in 2021 than in 2019 before the epidemic started.

Federal Skills Minister Stuart Robert said the soaring numbers were confirmation that government programmes like as JobTrainer, as well as a $2.7 billion boost to apprenticeship start-ups, were successful in getting young people into jobs and keeping them there.

In the first half of 2022, there will be nearly half a million job-ready Australians who will be skilling up or upgrading their skills, thanks to more than 270,000 JobTrainer enrolments and the biggest number of trade apprentices ever enrolled, according to Robert.

These gains in the apprenticeship pipeline, on the other hand, may not be sufficient.

Several huge infrastructure projects currently under construction around the country, according to a newly released analysis by Infrastructure Australia, will see their investment more than quadruple over the next three years.

As a result, the infrastructure sector alone might face a shortage of over 100,000 competent personnel.

Car-makers welcome electric vehicle technology certification offered through vocational training institutions in Australia.

An initiative to raise the level of certification in electric vehicle technology offered by vocational training institutions in Australia has been hailed by a number of automotive manufacturers. Despite the fact that all of the companies have extensive internal training programs of their own, they recognise the importance of equipping technicians to service, diagnose, and repair battery electric vehicles (BEVs) and their components across the country, regardless of their location.

Earlier this year, PwC’s Skills for Australia proposed the introduction of a new qualification – the Certificate III in Automotive Electrical Technology – as well as the addition of two new units of competency, following extensive consultation with employers, industry representatives, employees, trainers and assessors, students, and other stakeholders.

PwC’s Skills for Australia’s proposed training product (which is ostensibly intended to address a skills gap in the diagnosis and repair of electric vehicle powertrains) was reviewed and approved by the Australian Industry and Skills Committee in October 2021, and it was subsequently referred to the Skills Ministers for their endorsement.

To name a few of the local automobile manufacturers who had engaged PwC to consult on the potential introduction of a new certification – the Certificate III in Automotive Electrical Technology (EVT) – during the previous year, Toyota, Hyundai and BMW were prominent among those who did so.

A spokesperson for Toyota Australia, the market leader and dominant force in the petrol-electric segment, told GoAuto that the company “fully supports the inclusion of formal qualifications to address current and future electrification technology.” Toyota Australia is the world’s largest producer of hybrid and electric vehicles.

“It is critical to guarantee that there are consistent industry standards that are applicable across all states and territories,” the authors said.

The consulting firm PwC has asked for our input on a variety of issues, and we have enthusiastically supported each consultation session.

A spokeswoman from MG Motor Australia and New Zealand welcomed the Cert III training as “a wonderful start” and stated that the firm was looking forwards to a statewide rollout of comparable training and education programmes in the future.

In a statement, Volvo Car Australia stated that the new qualification “will provide a uniform standard that will allow apprentices to develop their skills and knowledge while also being provided with a new and relevant qualification that most manufacturers and dealers will seek when recruiting in the future.”

As a Volvo spokesperson told GoAuto, “This will benefit Australian dealers who may (otherwise) look to overseas markets for suitably qualified candidates and will keep careers in the Australian automotive industry relevant in an ever-changing consumer-goods market.”

“At this time, EV training modules are optional modules for third-year apprentices, but are required modules for fourth-year apprentices,” the authors wrote in their statement.

In the new certification level, aspects of this training should be included at a much earlier stage, according to the author.

According to BMW Group Australia, the development of a formal qualification as a fundamental, generic certificate was “a strong and positive start” that would lay the groundwork for providing an understanding of high voltage technology.

Participating in the PwC consultation, the company outlined the qualifications required of technicians who work with high-voltage systems and batteries, as well as the repairs that were performed on these systems and batteries by the technicians.

In terms of increasing the public knowledge base on electric vehicles, BMW stated that automotive organisations may assist in this area by establishing curricula for schools in order to increase student involvement.

A spokesperson for the BMW Group told GoAuto that “electric vehicles will be a significant part of their lives in the future” and that “starting the process of educating them at that point would not only assist their understanding, but it might also inspire them to get involved in the automotive industry.”

A senior member of Hyundai’s technical training organisation serves on the industry reference committee for the light vehicle sector, which collaborates with PwC to develop and review training packages. Hyundai also worked with PwC on the project.

Its dedication to building EV knowledge throughout its whole workforce includes a high-voltage (HV) training module for all retail employees, independent or their specific jobs, and training programmes were devised to guarantee that technicians at all levels were exposed to HV themes.

According to a Mercedes-Benz representative, “Future industry initiatives in this arena are welcomed, with the goal of ensuring that each state is working to the same regulations as the others.”
The proposed national Certificate III in Automotive Electrical Technology demonstrated that demand for combined expertise in internal combustion engines and electric vehicles was increasing, according to Volvo Car Australia. “It should be integral to the qualification programmes for anyone hoping to work on both types of drivetrains,” the company said.

As stated by MG, the qualification may practically be considered “necessary” for training future technicians in the company’s opinion.

“It is not simply about electric and internal combustion engine technology; the combination of the two is equally crucial. Being able to combine both skill sets is critical for future-proofing the next generation of technicians, according to an MG spokeswoman.

BMW Group Australia, on the other hand, stated that it “totally supports the concept of training on ICE, PHEV, and BEV vehicles from the outset.”

Developing youthful talent at an early age will help them develop into well-rounded professionals who will be ready to take on new challenges in their careers.

WA has allocated $16 million for international education

As part of a new support package, the state of Western Australia has earmarked around AUS$16 million to assist the state’s international education sector. It was announced that a support programme will be implemented after the state delayed the reopening of its borders due to the Omicron variant earlier in February.

As part of the package, the Student Quarantine Support Program will receive $8 million, which will be used to fund $2,000 payments to international students in the state beginning in Semester 1, 2022, to cover quarantine-related expenses.

A total of $6 million has been allocated to the Industry Support Program, which will strive to assist eligible small and medium-sized education providers that have been negatively impacted by the closure of international borders. Grants in the amounts of $50,000 and $100,000 are offered to enterprises.

Universities in Western Australia will receive an additional $500 grant to help them provide support services to affected international students during this time of transition. A total of $2 million has been set aside for this purpose.