Message from the CEO (23 March 2022)

Message from the CEO

We welcome you to our March edition of the VET sector magazine.

In this edition, there are articles discussing the NCVER submission, CEO declaration of Compliance, transition planning and much more.

We thank you for taking the time to read this publication and we hope it provides you with useful information. So keep up with us throughout 2022 by either visiting our websites and or like us on our social media profiles and pages.

Please contact us via email if you have a suggestion for a topic you’d like to see covered or if you have any questions you’d want to be answered.


How to ensure your training organisation is compliant with government regulations

If you’re running a vocational education and training organisation in Australia, you need to ensure that your organisation is compliant with government regulations. This article will outline some of the regulations that you need to be aware of, and provide tips on how to ensure compliance.

The Australian Skills Quality Authority (ASQA)

The Australian Skills Quality Authority (ASQA) is the national regulatory body for vocational education and training (VET) in Australia. They work according to set regulatory standards for quality education and training and their role is to ensure training organisations meet these standards. ASQA is the regulatory body for vocational education and training in the following states and territories:

  • Australian Capital Territory
  • New South Wales
  • Northern Territory
  • Queensland
  • South Australia
  • Tasmania

These jurisdictions are referred to as referring states and territories since they delegated their regulatory authority to the Australian Skills Quality Authority (ASQA) in 2011-12. Victoria and Western Australia are referred to as non-referring states because they have not yet delegated their regulatory authority to the federal government. ASQA is also in charge of regulating all Registered Training Organisations (RTOs) that provide courses to international students studying in Australia on student visas, regardless of where the RTO is based.

ASQA is responsible for regulating the quality of vocational education and training. ASQA audits training organisations to ensure they are complying with the VET Quality Framework and can take enforcement action if they find any non-compliance.

It governs RTOs in accordance with the Standards for Registered Training Organisations (RTOs) 2015 and approved courses in accordance with the Standards for VET Accredited Courses 2012.

For more information, please visit About us | Australian Skills Quality Authority (ASQA)

Victorian Registration and Qualifications Authority (VRQA)

In Victoria, the Victorian Registration & Qualifications Authority (VRQA) is the regulatory body for vocational education and training (VET), and it is in charge of the following:

  • Training organisations that only provide training to domestic students in victoria.
  • Accrediting courses, but only if the course is operated by the Victorian government or if the course owner is a Registered Training Organisation (RTO) that has been registered with VRQA.

VRQA regulates RTOs in accordance with The Australian Quality Training Framework (AQTF) – Essential Conditions and Standards for Continuing Registration and the VRQA Guidelines for VET Providers, and it regulates courses in accordance with The Australian Quality Training Framework AQTF 2007 Standards for Accredited Courses.

For more information, please visit VRQA

Training Accreditation Council – Western Australia

In Western Australia, the Training Accreditation Council (TAC) is the regulatory body for vocational education and training (VET), and it is in charge of the following:

  • Training organisations that only provide training to domestic students in Western Australia.
  • Accrediting courses, but only if the course is operated by the Western Australian government or if the course owner is a Registered Training Organisation (RTO) that has been registered with TAC.

TAC regulates RTOs in accordance with Standards for Registered Training Organisations (RTOs) 2015, and it regulates courses in accordance with The Australian Quality Training Framework AQTF 2007 Standards for Accredited Courses.

For more information, please visit Training Accreditation Council

Non-compliance with the regulatory standards and guidelines

If your organisation is non- compliant with the applicable standards and regulations, you could face penalties, such as fines or being shut down. Here are some important tips on how to stay compliant:

1. Make sure you’re registered with the appropriate regulatory body

The first step is to make sure your organisation is registered with the appropriate regulatory body. This means your organisation has met the minimum standards required to be registered and can offer courses that are nationally recognised.

If you’re not registered, you won’t be able to offer any nationally recognised courses and you will also face penalties if you are caught doing this.

2. Follow the General Directions, fact sheets, guides and tools

The regulatory bodies release a set of guidelines that organisations must follow in order to stay compliant. The General Directions, fact sheets, guides and tools cover everything from governance and management to teaching and assessment practices.

Make sure you’re familiar with the General Directions, fact sheets, guides and tools and are following their instructions and guidelines closely. This will help ensure your organisation meets the standards set by the regulatory bodies.

For more information, please visit Resources for providers | Australian Skills Quality Authority (ASQA)

3. Keep your records up to date

One of the most important things you can do to stay compliant is to keep your records up to date. This includes keeping track of your student’s progress, as well as your organisation’s administration, reporting, finances and governance.

The regulatory body may request to see your records at any time, so it’s important that they’re accurate and up to date. Failing to provide requested records or providing inaccurate records can lead to penalties.

4. Meet all quality assurance requirements

To make sure your organisation is delivering quality education and training, you need to meet all quality assurance requirements. This includes having systems in place to monitor and improve the quality of your courses.

You should also conduct regular reviews of your courses and make sure they’re being delivered effectively. If the regulatory body finds that your organisation isn’t meeting quality assurance requirements, you could face penalties or adverse consequences.

You must have structured audit and compliance processes in place to ensure you stay compliant with all regulatory requirements and guidelines. Having access to an independent auditor is always beneficial from a compliance perspective.

For more information, please visit Registered Training Organisation | TEQSA Standard Resources | CAQA

5. Respond to the audits

The regulatory body may audit your organisation at any time to make sure your orgnisation is compliant with all applicable guidelines and regulations. During an audit, they’ll request to see your records and talk to your staff. They may also observe your training and assessment practices and resources.

It’s important to cooperate with the regulatory body during an audit and provide them with everything they need. Failing to do so could lead to penalties.

For quality training and assessment resources, please visit CAQA Resources

6. Compliance calendars and registers

Keep compliance calendars and registers that provide you information related to:

  • When to conduct training and administration activities
  • Meeting ongoing auditing and regulatory compliance
  • Information related to meetings with different team members and departments such as enrollment, marketing, training and so on.

7. Understand the quality framework that you operate under

Familiarise yourself with the VET Quality Framework and other applicable standards and guidelines to make sure your organisation meets all the standards.

Note: Your RTO must comply with all legislation and regulations it operates under such as (but not limited to):

  • The Work Health and Safety act
  • The Discrimination Act
  • The Equal Opportunity Act 2010
  • The Racial and Religious Tolerance Act 2001
  • The Working with Children Act 2005
  • National Police Check
  • The Privacy and Data Protection Act 2014
  • The Student Identifiers Act 2014
  • The Copyright Act 1968
  • The Public Records Act 1973

For more information, please visit Complying with legislation | Australian Skills Quality Authority (ASQA)

8. Focus on personal and professional development

Focussing on personal and professional development is key to keeping your organisation compliant. Employees need to be able to constantly update their skillset, and be confident in their ability to carry out their roles. Training is a vital part of this process and should be tailored specifically to your workforce.

9. Follow what you say you are doing or going to do

Once you have a good understanding of the National Standards, you need to develop policies and procedures that ensure your organisation meets these standards. Your policies and procedures should be tailored to your specific organisation and should be reviewed and updated regularly. It is also important to keep up to date with any changes to the legislation. ASQA’s website is a great resource for information on any changes to the National Standards. By staying informed of any changes, you can ensure that your policies and procedures are always up to date and compliant.

10. Communicate the requirements to all staff members

It is critical that all staff members are aware of the requirements set by the government. This includes understanding what is required of them in terms of their behaviour and responsibilities.
If staff members are not adequately informed about the requirements, it can lead to your organisation being non-compliant. This can have serious consequences, such as heavy fines or even the loss of your licence to operate.

Communicate the requirements to all staff members on a regular basis and make sure that new staff members are given this information as soon as they start working for your organisation.
Following these strategies will help to ensure that your training organisation is compliant.

Australians are poorly prepared for the digital workplace

The digital age is upon us and with it comes new opportunities and challenges in the workplace. However, a recent study by Global Digital Skills Index 2022 Digital Skills Index has found that Australians are unprepared for the digital workplace, lagging behind other countries in terms of their use of technology.

According to the recently released Salesforce Global Digital Skills Index (GDSI), only 26% of Australian workers believe themselves to be extremely prepared for workplace digital skills – a far cry from the 40% of global workers and the 44% of US workers who claimed the same thing in the survey. In terms of digital readiness, the overall global average score was 33 out of 100. This score was based on factors such as preparedness, skill level, access, and active engagement in digital upskilling. Australia’s total score is 21 out of a possible score range from 15 to 63, placing it towards the bottom of the list. Other countries’ scores range from 15 to 63. Considering that Australia has the highest smartphone penetration of nearly any other country on the planet – and that more than one in every three Australians purchased a new phone just last year – this is a disappointing result.

So what can we do to catch up?

There are a few things we can do to get better prepared for the digital workplace.

Firstly, we need to make sure that all employees have access to the latest technology and are given training on how to use it.

Secondly, we seriously need to consider how courses such as information technology/information systems should be written and offered considering the rapid fast changes that occur in these streams.

Thirdly, Governments both at the state and national levels should focus on funding and training programs to ensure the Australians are ready for the digital workplace

In addition, we need to create a culture that embraces new technology and encourages its use.

Finally, we need to keep up with the latest trends and developments in the digital world so that we can stay ahead of the curve.

If we do these things, we can be sure to stay competitive in the digital age and be well prepared for the challenges and opportunities that come with it.

NCVER Submission – How to report AVETMISS data through NCVER tools

Our consultancy department has received a number of inquiries where registered training organisations asked us to provide an article on reporting AVETMISS data through NCVER tools. Here it is:

Step 1: Visit the RTO Hub section provided by NCVER

RTO Hub has all the reporting tools, support, information related to key details, and other important resources for registered training organisations.


Step 2: Use the Data Entry Tool to enter data Data Entry Tool

You must enter all information in the system first before validating and uploading to NCVER.

You must follow all instructions provided in this guide to enter information in the Data Entry Tool. You must download all information in NAT files to move to the next step.

Step 3: Validate all data entered

You will now be required to upload and validate all data through AVETMISS Validation Software. This is available through accessing the following website

You must follow all instructions provided in this guide to validate the information.
If you still have any questions, please approach the NCVER team, we have always found them very responsive and helpful. For more information, please visit

The CEO Declaration of Compliance

Have you ever stopped to wonder why, when you return to Australia, border officials ask you “Do you have anything to declare?” There are a few reasons for this.

Australia imposes taxes on goods entering the country, and in order to protect those tariffs, we restrict the things that can be imported duty-free. Australia, like many other countries, also has biosecurity rules in place, and the country is not especially keen on someone accidentally introducing the guinea worm to the country.

In a similar manner, the CEO declaration of compliance confirms that the organisation complies with regulatory standards and guidelines, as well as the steps it is taking to demonstrate that it remains compliant at all times during the course of its operations.

An annual declaration of compliance

The annual declaration on compliance is a statement by your organisation confirming that it is compliant with all requirements of the Standards.

Providing an annual declaration:

  • confirms that you have systematically monitored your RTO’s compliance with the Standards, and
  • informs ASQA of whether any issues identified have been corrected.

All Australian Registered Training Organisations (RTOs) are required to file an annual declaration of compliance with the RTO Standards applicable to their organisation by the 31st March of each year.

It is a requirement that one must complete and sign if they are the Chief Executive Officer (CEO). This form confirms that they are the following:

  • Taking full responsibility for ensuring that the organisation adheres to the National Vocational Qualifications Framework (VQF)
  • All other applicable criteria of registration, as well as ensuring that your organisation cooperates with ASQA in all audits and monitoring efforts.

The annual declaration provides a chance for providers to conduct a self-assessment and to ensure that all information held by ASQA regarding their activities is accurate.

The yearly declaration, according to ASQA, aids in the identification of emergent systemic issues in the VET sector.

We at CAQA recognise that the CEO has a plethora of obligations; thus, let us relieve you of the burden and confusion by identifying important areas of compliance and scrutinising the RTO’s procedures in order to determine whether or not there are any noncompliances.

Topics of discussion include, but are not be limited to, the following:

  • Findings of internal audit/s
  • Strategies, practices and methods for training and assessment
  • Validation activities
  • Industry engagement
  • Pre-enrolment and admission processes
  • Quality training and assessment system
  • Third-party services
  • Language, literacy and numeracy requirements
  • Training and assessment materials
  • Transition planning
  • Controlling the flow of information
  • Improvement on a continuous basis
  • Complaints and appeals processes
  • Issuance of qualifications and statements
  • Trainers and assessors
  • AVETMISS compliant database
  • Regulatory reporting and quality indicators

So what is it?

It is a basic web form survey which is distributed by an email marketing and communications business called Vision6. It requires no sign-in or authentication. It relies only on information that is already publicly available to identify the RTO about which the declaration is being made.

Click here for ASQA’s Self-assessment tool if you need help getting started.

How do I submit an annual declaration of compliance? (Clause 8.4)

In February of each year, ASQA invites the Chief Executive Officers of RTOs, by email, to complete the Annual Declaration on Compliance. This must be completed by 31 March that year.

While others may contribute, the final declaration must be completed by the person who is legally responsible for the registration of the RTO (the Chief Executive Officer).

If your RTO has not received the email from ASQA, you should take the following steps:

  • Check your spam/junk mail folder.
  • Check that the email address for your CEO contact is correctly listed on If the address is incorrect, you should update the contact details in asqanet, and then contact the ASQA Info Line to request that ASQA re-send the email.
  • If your RTO has previously unsubscribed from ASQA emails, you should contact and ASQA will reactivate the subscription to ASQA emails.
  • If none of the above apply, you should contact InfoLine by emailing and advise that your RTO has not received the email.

What happens if non-compliances are discovered and documented?

All non-compliance must be documented and a rectification plan must be put in place to ensure your organisation is compliant with all regulatory requirements and guidelines.

Our RTO consultants can assist you in crafting a proper response as you are filling out your CEO declaration of compliance.

Failure to submit the declaration with full and accurate data can result in ASQA taking regulatory action.

Please use the following link for further information and support: FAQs about the annual declaration process.

For more information, please refer to Annual declaration on compliance for 2022 – submit by 31 March 2022 | Australian Skills Quality Authority (ASQA)

Transition planning and requirements

The training packages are updated on a regular basis to ensure that they continue to meet industry and regulatory requirements. Training organisations are expected to perform a significant amount of maintenance work when there is a transition to a new package. The failure to manage transition planning can have negative consequences for your training organisation, students, and regulatory status.

VET stakeholders benefit when learners are trained, assessed, and awarded AQF certification documentation in the currently endorsed or accredited training product unless extraordinary circumstances exist.

When planning the transition from a superseded training product to a current one, you will need information such as:

  • The person/s responsible for managing the transition.
  • Is the scope updated automatically or does the new training product need to be added to scope.
  • Dates to make internal/version changes to updated/new training products and resources.
  • The teach-out period for students in the current training product.
  • Date for moving/transitioning current students to the new training product and the last date for enrolling students in the superseded training product.
  • The last date for issuing a qualification or statement of attainment for the superseded product.
  • When to stop marketing the superseded, deleted and removed training products.

Always remember the responsibility for compliance sits with the training organisation at all times.

Compliance requirements

The compliance requirements according to SRTOs 2015 – Clauses 1.26 to 1.27—Manage transition from superseded training products state that:

Clause 1.26

Subject to clause 1.27 and unless otherwise approved by the VET Regulator, the RTO ensures that:

where a training product on its scope of registration is superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement, within a period of one year from the date the replacement training product was released on the national register

where an AQF qualification is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation issued within a period of two years from the date the AQF qualification was removed or deleted from the national register

where a skill set, unit of competency, accredited short course or module is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation issued within a period of one year from the date the skill set, unit of competency, accredited short course or module was removed or deleted from the national register
a new learner does not commence training and assessment in a training product that has been removed or deleted from the national register.

Clause 1.27

The requirements specified in clause 1.26 (a) do not apply where a training package requires the delivery of a superseded unit of competency.


The interpretation of the compliance requirements are:

  • The learners (best interests) and regulatory requirements should be the main focus when planning the transition from one training product to another.
  • Within 12 months all learners’ training and assessment should be completed and the relevant AQF certification documentation issued where a training product on RTO’s scope gets superseded.
  • Or learners should be transferred into its replacement within the same time period.
  • In certain extraordinary circumstances or at the regulatory body’s decision, the time period of 12 months can be extended.
  • This requirement does not apply where the training product is required to be delivered and assessed as part of a training package.
  • Where the AQF qualification is removed or deleted from the national register, the training organisations have two years to complete and the relevant AQF certification documentation to be issued.
  • Where the skill set, unit of competency, accredited short course or module is removed or deleted from the national register, the training organisations have one year to complete and the relevant AQF certification documentation to be issued.
  • A new learner should not commence training and assessment in the training product that has been removed or deleted.

Terms and definitions

You should know the terminology and definitions used in transition management. Some of these terms are:

Release date/date endorsed: The date when a training product is released and/or updated on the training register.

Replaced/Expired/Deleted: Where a training product has been removed from the national register.

Superseded: When a new training product replaces an existing training product the existing training product is referred to as superseded.

Training Product: AQF qualification, skill set, unit of competency, accredited short course and module.

Transition: When a training product is superseded, removed, or deleted from the National Register, the allowable time frame within which the student’s training, assessment, and AQF certification issuance must be completed, or, in the case of a superseded training product, the allowable time frame within which the student is transitioned into the replacement training product.

Teach out: Describes the timeframe in which a learner’s training, assessment, and AQF certification documentation issuance must be completed once a training product has been superseded, removed, or deleted from the National Register and any transition period has elapsed.

Transition management

You must follow the guidelines and general directions published by the regulatory body when managing the transition.

The first criteria you must consider is – Do you need to apply the training product to your scope or not. If the training product has been deemed equivalent and superseded they are usually added to your scope without separate application. Where a training product is deemed not equivalent the training organisation is required to apply to add the training product to their scope.

You must know that the process for accredited courses is different as they are not automatically updated on RTO’s scope.

You will be now required to:

  • Download the new training product – Download information from the national register related to the training product.
  • Review qualification packaging rules – Understand the changes being made in the new training product, packaging rules for core and elective units and how they can be selected or grouped together.
  • Mapping of units of competency – Analyse the changes being made and how the changes will affect your learner cohorts.
  • Have gaps assessment completed – You must conduct gap analysis and gap assessments if you are transitioning students from superseded training product to the current one.
  • Have a comprehensive planning tool available to plan the transitioning
  • Create an action plan – This can be part of the comprehensive planning tool. You should include scope and teach out decisions, training and assessment document changes, trainer and assessor requirements and changes, operational changes, budget allocation, student management changes, learning management changes, communication and management issues
  • Do professional development – It is important for all staff members including administration to know the changes and how they may affect the systems, processes and students.
  • Update the policies and procedures – The policy framework and RTO documentation should be updated to reflect the changes.
  • When transiting students, analyse the student data and make decisions based on what is in the best interest of your students.
  • Analyse how you are going to fill gaps in the assessments and learner resources or invest in compliant RTO training and assessment resources from organisations such as CAQA Resources.
  • Update the training and assessment strategies against the new qualifications, taking into account the qualification packaging rules, learner cohort, delivery mode, industry needs and requirements and regulatory standards and guidelines.
  • Ensure the training organisation has revised and updated trainer and assessor matrixes and validated the currency of trainers and assessors to train and assess the new training products.
  • Wherever required, trainers and assessors to provide documentation of how they can fill the gaps in terms of TAE qualification, VET currency/qualifications that trainers are assessing and training, industry currency and professional development in competency-based systems and practices.
  • Understand and ensure your organisation has all the equipment, resources and facilities available according to the training package requirements
  • Identify the date when transition will be communicated to the students and other stakeholders
  • All third-party documentation must be updated to reflect the changes
  • Maintain documentation in safe place as the regulatory body can request you to demonstrate compliance

Learning and assessment resources

You must review your existing learning and assessment resources to understand how the content matches the requirements of the new training product. Wherever you identify gaps you are required to fill them with gap assessments, new training and assessment resources if transiting the students to the new course. If you decide that it is in the best interests for enrolled students to complete their studies in the superseded course, and regulatory requirements allow you, you will not be required to make these changes.

You should customise the content to the needs and requirements of your learner cohort and delivery mode and must also pre-validate the training and assessment resources before you implement them in practice.

Hypothetical scenarios

Let’s go through some of the hypothetical scenarios now to understand what should be done or not in certain circumstances.

Scenario 1

An organisation would like to become an RTO and deliver a few training products that have been recently superseded. The organisational representatives have been preparing the application over the last two years and can not wait any longer.


The regulatory body, in our experience, has always asked for the current training products as the organisations can not register as an RTO to deliver superseded, removed or deleted training products.

Scenario 2

A unit of competency has been superseded by a new unit. The RTO has noticed the change but when they check they realise that the unit has not been updated in the qualification they are delivering and have decided not to replace the superseded unit of competency with the new unit.


The regulatory body has in writing suggested that RTOs should follow the qualification package rules and training package guidelines (Clause 1.27) at all times. If a unit of competency is part of a training package then the RTO cannot change it when it gets superseded.

You can read more information regarding the training products with current transition extensions at Training products with current transition extensions | Australian Skills Quality Authority (ASQA).

Some helpful strategies related to transition management

  • Register and get updates from the national register.
  • Always include transition management as a set meeting agenda item
  • Conduct audits at regular intervals to assess how you are performing.
  • Update/prepare marketing materials (including website and social media) and pre-enrolment and admission documents to reflect any changes
  • Ensure certificates and all other print materials have the current and correct information.
  • Ensure the organisation follows credit and RPL processes when transiting students
  • Prepare and/or update validation plans and schedules to reflect the changes
  • Ensure your trainers and assessors have currency in their TAE qualification, the VET qualifications they are assessing and training, industry currency and professional development in competency-based systems and practices.

If you need help with transition planning and management, do not hesitate to approach us at

Requirements to enrol learners in your courses

There are specific prerequisites that must be met prior to student enrolment or the beginning of training and assessment, whichever occurs first. In addition, the RTO should advise the prospective learner on the training product that will best meet his or her needs while taking into consideration the individual’s existing skills and competencies.

So what are the compliance requirements related to enrolling learners to the courses on your RTO’s scope:

Compliance requirements

Clause 5.1

Prior to enrolment or the commencement of training and assessment, whichever comes first, the RTO provides advice to the prospective learner about the training product appropriate to meeting the learner’s needs, taking into account the individual’s existing skills and competencies.

Clause 5.2

Prior to enrolment or the commencement of training and assessment, whichever comes first, the RTO provides, in print or through referral to an electronic copy, current and accurate information that enables the learner to make informed decisions about undertaking training with the RTO and at a minimum includes the following content:

  • the code, title and currency of the training product to which the learner is to be enrolled, as published on the national register
  • the training and assessment, and related educational and support services the RTO will provide to the learner including the:
    • estimated duration
    • expected locations at which it will be provided
    • expected modes of delivery
    • name and contact details of any third party that will provide training and/or assessment, and related educational and support services to the learner on the RTO’s behalf
    • any work placement arrangements.
  • the RTO’s obligations to the learner, including that the RTO is responsible for the quality of the training and assessment in compliance with these Standards, and for the issuance of the AQF [Australian Qualifications Framework] certification documentation
  • the learner’s rights, including:
    • details of the RTO’s complaints and appeals process required by Standard 6
    • if the RTO, or a third party delivering training and assessment on its behalf, closes or ceases to deliver any part of the training product that the learner is enrolled in.
  • the learner’s obligations:
    • in relation to the repayment of any debt to be incurred under the VET [Vocational Education and Training] FEE-HELP scheme arising from the provision of services
    • any requirements the RTO requires the learner to meet to enter and successfully complete their chosen training product
    • any materials and equipment that the learner must provide
    • information on the implications for the learner of government training entitlements and subsidy arrangements in relation to the delivery of the services.


The interpretation of the compliance requirements are:

  • The training organisation should always provide relevant and correct information to all students prior to they enrol to make informed decisions and choices.
  • The training organisation must always provide the following information to all prospective learners related to the course they are enrolling:
    • Code, title and currency of the training product
    • Training and assessment and related educational and support services including:
      • Duration of the training
      • Expected locations where the training will take place
      • Expected delivery mode
      • Name and contact details of any third-party that is involved in training, assessment or providing support services
      • Work placement arrangements, as applicable
      • Holidays, as applicable
  • The training organisation’s obligations to learners including but are not limited to responsibility for the quality of the training and assessment in compliance with SRTOs 2015 and for the issuance of the AQF certification documentation.
  • The rights of the learners including:
    • Complaints and appeals processes
    • If the training organisation or third-party ceases or closes to deliver any part of the training product
  • The learner’s obligations:
    • Requirements and conditions for enrolment and completion of the training product such as:
      • Minimum English language requirements
      • Minimum educational qualification requirements
      • Minimum work experience requirements
      • Course credits and RPL requirements
      • Compulsory online and/or work-based training, placements, other community-based learning requirements
      • Reasonable adjustments
    • Any materials and equipment learners must provide and
    • Information on the implications for the learner of government training entitlements and subsidy arrangements
    • Cooling off period, if one applies
  • Information related to all fees and charges including:
    • Fees paid to the training organisation
    • Non-tuition fees
    • Terms and conditions
    • Refunds
  • For international students, training organisations are also required to, but not limited to:
    • Grounds on which enrolment may be deferred, suspended or cancelled
    • The ESOS framework, including appropriate official Australian Government material or links
    • Accommodation, support and general welfare arrangements
  • Information about the unique student identifier (USI)

Check the language, literacy and numeracy (LLN) requirements of your learners

Assessing language, literacy and numeracy requirements before enrolling a student in a course is an important task for a training organisation. The best way to check the requirements is by using a Language Literacy and Numeracy (LLN) tool. An LLN Assessment helps you determine the language, literacy and numeracy levels of learners that you would like to enrol in your course. This will help you identify learners who need assistance and support and at the same time the suitability and appropriateness to enrol and complete a course.

All number of Standards, including clauses 1.2, 1.3b, 1.7, 1.8b, Standard 4, 5.1, 5.2b contain references to the RTO’s responsibility to identify and respond to individual learner requirements. For more information, please refer to

Suitability and appropriateness

One of the fundamental requirements for enrolling a student in a training program is to ensure the program is suitable for the student and meets the student’s needs and requirements.
For example, if a course requires you to read and understand complex texts but the learner has poor literacy skills, they will struggle to complete the course. Similarly, if a course requires the learner to use numbers and calculations but if the student has poor numeracy skills, they may find it difficult to complete the course.

Checking the LLN requirements of a course or training program before you enrol the learners will help ensure that they are able to successfully complete the training program.

Enrolment where LLN requirements are not addressed

There are a range of measures that can be put in place to help students when a gap in LLN is identified, including extra support and assistance from trainers and assessors, flexible assessment arrangements, and adaptations of the training and delivery methods and materials used. In other cases, the learners can also be advised to enrol and complete another course such as basic numeracy or a literacy program before enrolling in a course with your training organisation.

What is a validated LLN assessment tool?

The term, ‘validated LLN assessment tool’, has nothing to do with assessment validation. A validated LLN assessment tool is a diagnostic assessment used to ascertain a person’s language, literacy and numeracy skills.

Using a validated LLN assessment tool is a method of determining an individual’s LLN skill levels. It is usual for the Australian Core Skills Framework to be used as the basis to describe a individual’s performance in the five core skills:

  • Learning
  • Reading
  • Writing
  • Oral communication (listening and speaking)
  • Numeracy

Need help with understanding the LLN requirements or a LLN tool?

Contact us at

The relationship between the training organisation and the regulatory body

The relationship between the training organisation and the regulatory body is important for both organisations. The regulatory body acts according to set standards that the training organisation must meet, and the training organisation provides the quality training and assessment that must meet the regulatory requirements and best practices of the industry.

This relationship should be focussed on identifying any areas in which the training organisation could improve, helping to ensure that learners receive a high-quality education.

The training organisation should be transparent in its operations, and should continuously improve its operations.

Should be based on the following main principles:

  1. Trust and faith
  2. Transparency
  3. Continuous improvement
  4. Continuous support
  5. Set code of conduct and standards for both, the regulatory body and the training organisation

These principles are important in ensuring that the regulatory body can effectively oversee the training organisation, and that the training organisation can provide quality services. By maintaining these standards, both organisations can work together to improve the quality of training and education.

A code of conduct and standards should be set for both the regulatory body and the training organisation. These principles will help to ensure that the relationship between the two organisations is constructive to provide the best possible training and education for students.

The relationship can be difficult at times, as the regulatory body can be restrictive and the training organisation may want to provide more innovative training. However, if both organisations work together, they can create a strong relationship that benefits both parties.

What characteristics define a successful online learner?

Successful online learners have a few qualities in common with one another. They are self-motivated and disciplined, have solid time management abilities, have basic technical skills, and are effective communicators, among other characteristics.

Self-motivated and disciplined

Self-motivation is essential for achieving success in any effort, but it is particularly critical in online learning. Because online learners lack the framework of a typical classroom, they must be encouraged to keep up with their assessment work. To do so, it is necessary to create goals and maintain focus even when the going becomes rough.

An online learner must have a strong desire to succeed in order to be successful. Independent learning, internal motivation, responsibility, and a certain amount of maturity are all required for online learning.

When it comes to online learning, discipline is equally essential. Because there are no defined class schedules, it can be simple to fall behind if you aren’t strict about finishing your work on a consistent basis. It is critical for online learners to have good time management skills in order to keep on top of their courses.

Have solid time management abilities

The learners must be able to effectively manage their time. The majority of courses are not delivered in real-time. Classes may not have established start and end times.

One of the most significant advantages of online learning is the flexibility it provides. For students who procrastinate, are unable to adhere to a regular study plan, or are unable to complete assessments without frequent reminders from their trainers and assessors, it can also be a disadvantage.

Effective time-management abilities are not something that just happens. They must be taught to the learners.

Technical Proficiency at the Fundamental Level

For online learners to be successful, they must have a fundamental understanding of technology. The ability to generate new documents, use a word processing application, navigate the Internet and download software are examples of these capabilities.

The majority of online training providers and universities provide new student orientation sessions. This type of program teaches students how to use their learning management system and other online resources, but it does not often address the fundamentals of computing.

In the event that you lack fundamental computer abilities, you may wish to look for an online tutorial. You may also want to look at the main website of an online school to see what kind of technology and software requires. Check to see if your own PC fits all of the requirements.

Effective communicators

Another crucial quality for online learners is the ability to communicate effectively. In order to participate in discussions with other learners and instructors, learners must be able to write correctly and communicate well in both written and oral communication.

Online learning necessitates the development of communication skills since students must seek assistance when they require it. However, trainers are unable to recognise non-verbal indicators such as a look of bemusement on a student’s face, which may indicate that the student needs assistance. The distance makes it tempting for some students to express themselves in ways that they would never say to a trainer in person, especially when they are angry or frustrated. Online instructors are highly qualified individuals. Respect and civility should be used whenever iterating with them.

As long as you have these three essential skills, you will be on your way to becoming a great online learner.

Importance of providing a good educational environment to online learners

It is important to provide a good educational environment for online learners for several reasons.

Education should be provided in a way that is beneficial for all learners, both those who have no knowledge of anything at all and those who have a lot of knowledge about a specific topic. The educational environment should also include an effective learning approach that does not create any confusion or frustration for the learner.

A good educational environment is crucial for students, because it helps them learn better and get better results. It is therefore important to provide an educational environment that is good for students. But what do you need to consider when looking for an educational environment? There are a few things that you should consider:

First, online learning can be quite isolating and it is important to provide support in order to help students succeed.

Secondly, the quality of the training provided online can vary greatly and it is important to ensure that students are getting the best possible education.

Thirdly, make sure, the training organisation provides all the suitable and required facilities, equipment and resources to students to complete their education and training.

Finally, online learning can be very convenient but it also comes with its own challenges and it is important to make sure that students are prepared for these challenges. By providing a good educational environment, we can help online learners overcome these challenges and be successful in their studies.

Other important bits are:

A good Learning Management Systems (LMS)

LMS are often used as an educational platform for students and teachers. They are used in the classroom and online classes, but they also provide a platform for learners in the form of online courses, tutorials and course materials. A good LMS should be able to handle large amounts of information efficiently; it should have an intuitive interface that is easy to use; it should have a secure login system; it should have a high level of security; and last but not least, it should be user-friendly and easy to navigate.

Qualified trainers and assessors

One of the most important factors in providing a good educational environment to online learners is having qualified trainers who have knowledge and experience in providing digital education. Online learners need to feel confident in their ability to learn and succeed in an online learning environment. Furthermore, it is also important for online trainers to be able to provide support and guidance to their students, in order to ensure that they are able to progress through their studies effectively. In addition, online trainers should also be able to create a positive learning experience for their students by using innovative and engaging teaching methods.

Availability of support staff

The students will require assistance from the technical staff with any problems that may arise while students are taking courses online or they may need to ask questions related to the training or assessment or anything that they may require related to their wellbeing, therefore, availability of support staff is a must when offering training and assessment in an online environment.

What is the criteria that defines a successful trainer and assessor?

A trainer is someone who has the skills to teach others and an assessor is someone who has the skills to assess the competency of someone. A good trainer and assessor have the ability to understand their student’s needs, provide relevant content and also help the students learn new skills in a short period of time. They can be a great source of inspiration and guidance for their students.. A good trainer and assessor will have good communication skills, be understanding and patient, have a strong presence of mind and be able to motivate people.

A lot of people are looking for ways to become better trainers. The main problem is that there is no one-size-fits-all way of how one should go about becoming a great trainer. However, there are many important characteristics that define a successful trainer and assessor. Let’s discuss them one by one.

The first is communication.

A good trainer must be able to communicate effectively with their learners in order to ensure they are understanding the material. This includes being able to articulate ideas clearly and effectively, as well as listening attentively to others. They are able to inspire and motivate their clients. They are also able to help clients develop their skills and improve their performance.

The comes to being empathetic

They must also be able to empathise with their learners, in order to understand their needs and help them learn in the most effective way possible. Being empathetic means being able to put yourself in another person’s shoes, to understand their thoughts and feelings and not just your own. It also means being able to share what you know with other people, so they can learn from it too.

Keeping an open mind

This means being able to not just listen to your students and take their opinions into account, but also being willing to learn from them. It’s important to be able to model this behaviour for your students as well; after all, they are looking to you for guidance.

One of the best ways to develop an open mind is by keeping an open attitude towards new experiences. This doesn’t mean you have to go out and try every new thing that comes along, but it does mean being willing to step outside your comfort zone from time to time. When you do this, you’re showing your students that it’s okay to take risks and that learning can be fun.

Inspiration is also key

A good trainer must be able to assess the learner’s learning progress and provide constructive feedback on how they can improve their skills. A good trainer should also be able to help the learner identify their weaknesses and strengths so that they can focus on what they are best at.

Good at what they train and assess

Trainers and assessors should stay up to date on the latest industry knowledge, competencies and best practices, and they should be able to apply that knowledge and best practices when training and assessing students.

Finally, a successful trainer must be able to assess their learners’ progress and adapt their teaching methods accordingly.

The ability of a trainer is measured by how much they can help people grow and achieve success in life, whether it’s through teaching or just being there for them as a friend or mentor. A good trainer has what it takes when it comes down to motivating people towards learning, because if you know your audience, then you will know how you can motivate them to achieve their goals.

By possessing all of these qualities, a trainer can set their learners up for success.

For Australia’s future, incorporating cyber security into our education system is “critical.”

As Australia increasingly moves towards a digital economy, it is becoming more and more important for our young people to be equipped with the skills and knowledge to protect themselves and our nation from cyber threats.

That’s why the Australian government is working hard to promote cyber security in our schools, vocational education and training and higher education sectors.

In recent years, we have seen a number of high-profile cyber attacks hit Australian businesses and organisations, including the Australian Bureau of Statistics and Telstra.

These attacks have underscored the importance of cyber security and the need for all Australians, regardless of their age or background, to be aware of how to protect themselves online.

The good news is that there are a number of initiatives already underway to promote cyber security in Australian education and training institutions.

Government funding and initiatives

For example, the Australian Government’s Cyber Security Strategy includes a commitment to provide $3.8 million over four years to support the delivery of cyber security education and awareness programs in schools. The goal of Cyber STEPs is to have advanced cyber security taught to children in grades 7–12. TAFEs, other registered training organisations (RTOs), and universities will all be eligible to participate in the initiative as well.

This funding is being used to develop resources and curriculum materials, as well as deliver training for teachers on how to incorporate cyber security into their classrooms.

A total of $140 million will be invested by the Australian government in Australia’s two Tier 1 high performance computing facilities, the Pawsey Supercomputing Centre in Western Australia and the National Computational Infrastructure in Canberra, to update their infrastructure. They support Australia’s research excellence and government operations, and they enable meaningful research in priority sectors such as agribusiness, genomics, and cyber security to take place.

Australian Federal Police (AFP)

In addition, the Australian Federal Police (AFP) has developed a comprehensive cyber safety program called “ThinkUKnow” ThinkUKnow | Australian Federal Police, which is delivered in primary and secondary schools across the country.

The program aims to educate young people about the dangers of the online world and how to protect themselves from becoming victims of cybercrime.

The AFP also offers a free cyber safety app for parents and carers, which provides advice and resources on how to keep children safe online.

The role of The Australian Industry and Skills Committee

The Australian Industry and Skills Committee consults with a network of Industry Reference Committees composed of members from various industry sectors. Their advice is meant to ensure that training packages match the needs of employers and the current economy, especially Industry 4.0, which has its own IRC. The Digital Transformation IRC is also addressing the industry’s demand for automation, digital skills, big data, cyber security, and supply chain skills.

Other initiatives include

<tr’>National Cyber Awareness Raising

Leveraging  and Stay Smart Online, the Australian Cyber Security Centre is raising awareness of the simple steps Australians can take to keep themselves safe online.

Australian Cyber Security Centre

<tr’>Cyber Security Cooperative Research Centres (CRC) Program

The Cyber Security CRC will foster high quality research to solve industry-identified problems through outcome-focused collaborative research partnerships between industry entities and research organisations.

Department of Industry, Innovation and Science

Initiative Description Who’s involved
Cyber Security Strategy The Government committed $230 million under the 2016 Cyber Security Strategy to advance and protect our interests online and secure Australia’s prosperity in a connected world. The Department of Home Affairs has conducted a review of the strategy. An update will be published later in 2018. Department of Home Affairs
Critical Infrastructure Centre The Centre coordinates the management of the complex and evolving national security risks to Australia’s critical infrastructure, including where those risks arise through cyber connectivity. Department of Home Affairs
Australia’s International Cyber Engagement Strategy Australia’s International Cyber Engagement Strategy sets an agenda to capture the economic prosperity promised by digital trade, prevent cybercrime, and preserve peace in cyberspace. A key measure is the Cyber Cooperation Program, which will assist countries in the Indo-Pacific to develop their capacity in cyber affairs. Department of Foreign Affairs and Trade and Stay Smart Online provides topical, relevant and timely information on how individuals and small businesses can protect themselves from, and reduce the risk of, cyber security threats such as software vulnerabilities, online scams, malicious activities, and risky online behaviours. It also includes advice for big business, infrastructure and government. The Stay Smart Online portal assists with outreach and advice, but will soon be merged into to form a one-stop-shop for cyber reporting, information and tailored advice. Australian Cyber Security Centre
Australian Cyber Security Centre The Australian Cyber Security Centre (ACSC), which sits within the Australian Signals Directorate, brings together existing cyber security capabilities across Government. This is designed to strengthen engagement and partnership with the private sector and co-locate policy and operational functions to enable a consistent whole-of-government approach to cyber security. Australian Signals Directorate, Defence Intelligence Organisation, Department of Home Affairs, Australian Federal Police, Australian Criminal Intelligence Commission and Australian Security Intelligence Organisation
Joint Cyber Security Centres These additional centres, established in states and territories, will strengthen Australia’s operational cyber security capabilities and resilience. They provide partners with a broader understanding of the threat environment, facilitate information sharing and enable collaboration on shared cyber challenges. Australian Cyber Security Centre
Academic Centres of Cyber Security Excellence (ACCSE) program The ACCSE program encourages more students to study cyber security and related courses, and provides. $1.9 million of Cyber Security Strategy funding is available over four years (2016-17 to 2019-20) shared equally between the University of Melbourne and Edith Cowan University to assist with establishment and operation of their ACCSE. Department of Education and Training
Cyber Security Tools and Training package This package will support the cyber security performance of Australian SMEs, by providing advice on cyber resilience, information security and cyber security maturity. Department of Industry, Innovation and Science
The Cyber Security National Program AustCyber has assisted with the developing of cyber security qualifications available at TAFE institutions from 2018. Department of Industry, Innovation and Science
Australian Cyber Security Growth Network (AustCyber) AustCyber is one of the Government’s six Industry Growth Centres, and is working collaboratively across the economy, and with international partners, to grow a vibrant and competitive cyber security sector that enhances Australia’s national security and economic prosperity. Department of Industry, Innovation and Science
AustCyber Sector Competitiveness Plan AustCyber is working, through strategic actions set out in its Sector Competitiveness Plan, to connect and leverage Australian capability in order to grow Australia’s cyber security sector and provide the foundation for the development of innovative and trusted cyber security solutions. Australian Cyber Security Growth Network
Women in Cyber The Women in Cyber initiative seeks to address the underrepresentation of women in Australia’s cyber security workforce. Partnering with industry and academia, the Australian Cyber Security Centre runs annual mentoring events, networking and sponsorship opportunities to promote and inspire girls and women to embrace careers in cyber security. Australian Cyber Security Centre
Cyber Security Small Business Program This Program is an integrated element of the Cyber Security Strategy to improve cyber security for Australia’s small businesses. Provides grants of up to $2100 to co-fund small businesses to have their cyber security tested by CREST ANZ approved service providers. Department of Industry, Innovation and Science

So far, the response from schools to these initiatives has been very positive, with many students reporting that they feel more confident and prepared to deal with cyber threats as a result of what they have learned.

However, there is still more work to be done in order to ensure that all Australian students are receiving the cyber security education they need.

In particular, it is essential that we continue to invest in resources and training for instructors and educators so that they can confidently deliver these much needed cyber security training to Australian students.

When it comes to developing the best and most current cyber security learning and assessment resources, we at CAQA collaborate closely with professionals in the field. For more information about our training materials for Cyber Security training courses, visit CAQA Resources or contact us today at



In February 2022, international student arrivals in Australia reached a ‘super-strong’ level.

According to data released by the Australian Bureau of Statistics, 28,030 international students arrived in Australia in January 2022, an increase from 27,670 students who arrived in the same month the previous year.

At the beginning of February, the Minister for Immigration, Citizenship, Migrant Services, and Multicultural Affairs, Alex Hawke, stated that Australia is welcoming a growing number of overseas students, backpackers, and skilled migrants back to the country.

As an example, Hawke noted that there are more work opportunities present in Australia today than there were prior to the pandemic, and that there are more places available for backpackers and students as well.

According to Minister Hawke, “there are more jobs available in Australia now than there were before the COVID-19-Pandemic, and there are still many more places open to Backpackers and Students that we are eager to fill, so come on down.”

Since the beginning of November 2021, a total of 56,000 overseas students have arrived in Australia. Approximately 7,000 international students returned to Australia from the 24th to the 30th of January.

“For the period January 2022 to December 2022, the overall number of overseas students in Australia was 355,627.” According to the government’s website, “there was a change of -21 percent compared to the same period last year.”

Since the beginning of 2022, there has been a significant increase in the demand for Australian study visas, owing to the education department committing greater resources to the processing of foreign student visas.

During the COVID-19 pandemic, the Australian economy suffered substantially as a result of a dearth of international students studying in the country. According to data from the Australian Bureau of Statistics (ABS) on foreign commerce for the December quarter, the contribution of overseas education to the Australian economy has decreased by nearly half, from $40.3 billion in 2019 to $22.5 billion in 2021.

Leading Australian institutions have recently declared their support for international students who have been affected by the Russian invasion of Ukraine, declaring that they will provide counselling and other aid measures to international students affected by the Russian invasion.

A new study indicates that 82 per cent seek gender and sexuality diversity subjects such as Relationships and Sexuality Education (RSE) in education.

According to a new study released by Western Sydney University, 82 percent of Australian parents want gender and sexuality diversity discussed in the classroom. The study, conducted by Associate Professor Jacqueline Ullman and Associate Professor Tania Ferfolja from the School of Education, is the first of its kind in Australia to comprehensively survey parents on the topic.

The research found that:

  • 94 percent of parents want Relationships and Sexuality Education delivered in government schools.
  • 82 percent of parents support the curriculum inclusion of gender and sexuality diversity topics for all school students, from kindergarten to Year 12.
  • Most parents want to see gender and sexuality diversity introduced in the curriculum in primary school and the early years of high school.
  • The majority of parents support parents, schools and teachers all being involved in Relationships and Sexuality Education.

The research found that overall, there was very strong parental support for including gender and sexual diversity topics in school-based relationships and sexual health education programs.

Associate Professor Ferfolja added that “the findings challenge some myths about what parents think about including these topics in schools. In fact, we found that even conservative religious parents supported the inclusion of these topics in the curriculum.”

The survey, which polled 2,000 Australian parents, also found that there was majority support for gender and sexuality diversity being taught in both primary and secondary schools. This is an important finding, as it suggests that these topics should be introduced at an early age to create a more inclusive society.

Parents who participated in the survey noted a number of reasons why they believed that gender and sex diversity should be taught in schools. Some felt that it was important for students to learn about different families and relationships, while others believed that it was crucial for students to develop a better understanding of themselves and others.

“This research provides valuable evidence that will help inform policymakers about what parents want for their children’s education,” said Associate Professor Ullman. “It is clear that there is a strong desire from parents for schools to play a role in fostering inclusion and respect for all members of the community.”

The study’s release comes at a time when the Australian government is considering making changes to the national curriculum to include more focus on gender and sexuality diversity. These proposed changes have been met with opposition from some groups, but it appears that the majority of Australian parents are in favour of such inclusion.

For more information, please refer to Landmark study released on gender and sexual diversity education in schools | Western Sydney University

On the way to becoming a renewable superpower, Australia is confronted with a severe skills shortage.

Danny Nielsen, the new Senior Vice President and Country Head of Vestas in Australia and New Zealand, has warned that the country is facing a skills shortage in the renewable energy sector, as the roll out of larger and more complex wind and solar projects accelerates in order to populate renewable energy zones and meet state targets.

Speaking at the Clean Energy Council’s Wind Industry Forum on Thursday in Melbourne, Nielsen – a veteran of the wind industry and Danish wind giant Vestas – stated that Australia possessed all of the necessary elements to become a renewable energy superpower, particularly in offshore wind. “Australia has all of the ingredients to become a renewable energy superpower,” Nielsen said.

Although Australia has enormous renewable potential, realising it at the pace necessary to replace retiring coal power plants while also meeting its climate commitments will require access to hundreds of thousands of skilled workers – a workforce that the country does not currently have in abundance.

Australians have “the potential to become what we term a clean energy superpower,” Nielsen said at the conference. “This is true across all technologies and generator types.”

“[But] if this world-class hub… in Australia is going to get up and running, we’re not going to need 25,000 more people, right? We’re going to need 250,000, 300,000 people.

In Nielsen’s opinion, “[a major] difficulty for the sector is that we genuinely need a workforce that can satisfy the present demand for what we’re doing in renewables.”

In order to attract that talent and train them in order to propel the sector to where it needs to go in the next few years, an enormous amount of work will be required.”

Accordingly, “Australia is experiencing a skills shortage, which means that there may be quality issues in the business as a result of the lack of available skill sets.”

The demand comes as Australia’s two major political parties prepare for a federal election in which a significant portion of the battle will be fought over climate change, the transition to clean energy, and employment.

As RenewEconomy highlighted last month, the Morrison administration has so far consolidated all of these concerns into a tediously familiar scare campaign, alleging that the quick abandonment of coal and gas projects will result in the loss of tens of thousands of jobs in areas such as Queensland.

This stands in stark contrast to the strategy taken by the Conservative administration in the United Kingdom, which, under Boris Johnson, has promised to invest billions of dollars in the green economy over the next decade and create as many as 440,000 new employment opportunities in growing green industries.

In a paper published in October last year by the Australian Conservation Foundation, WWF Australia, the union group ACTU, and the Business Council of Australia, researchers anticipated that comparable job creation numbers will be seen in the United States.

According to the findings of that analysis, a renewable energy export business centred on renewable hydrogen and ammonia production would generate about 400,000 new jobs in its first year.

In addition, the organisations behind the report issued an unified appeal for governments to take five fundamental initiatives, including creating a $5 billion fund to assist people transferring into new industries.

WWF Australia President Martjin Wilder stated, “With sensible investments, it is regional communities, particularly those who are currently reliant on carbon-intensive industries, that stand to benefit the most from Australia becoming a renewable export superpower.”

The demand for renewables and zero-carbon goods will increase dramatically as our overseas trading partners try to meet their climate commitments. Our federal and state governments must collaborate with the business sector in order to capitalise on this expanding demand, which will result in the creation of new jobs and investment possibilities.”

According to Nielsen, who spoke at the Wind Business Forum, while legislation was critical in closing the skills gap, industry had a collective obligation to connect with universities and schools in order to recruit members of the next generation into the renewable sector.

As he explained, “we need to close that gap if we are going to expand… our industry.” In addition to providing legislative certainty at the federal level, as we discussed, people are more likely to invest in businesses where they can see… that there is a long-term future for the company.

The Department of Education, Skills and Employment (DESE) has launched a free, expedited skills assessment framework for skilled migrants.

The Australian Government has identified skills shortages in the job market in some industries, which have been exacerbated by border closures as a result of the COVID-19 crisis, as a problem that requires immediate attention. The gravity of the situation has prompted the creation of one-of-a-kind and significant incentives that might aid around 9,500 onshore migrants.

It is not only speedier migrant skills assessment processes that are included in the Migrant Skills Incentives; it is also free and fast-tracked skills assessments for onshore migrants who are in Australia on a permanent family, partner, humanitarian, or refugee visa.

Migrants who have never passed a skills assessment and who have skills, credentials, and/or experience that are closely related to a priority occupation are eligible for a special incentive.

Engineering vocations with high priority include:

  • Civil engineers
  • Structural engineers
  • Transport engineers
  • Electrical engineers
  • Geotechnical
  • Mechanical engineers
  • Mining engineers
  • Petroleum engineers

“This program gives a significant reduction in the time it would normally take to complete an assessment,” said Engineers Australia Senior Manager Assessments Robin Liu.

“A typical assessment could take 16 to 18 weeks. A previously paid, expedited assessment could take as long as 20 working days to complete. A response is provided within 15 working days under this free offer, which runs from February 28, 2022 to June 30, 2023.

For more information, please visit Migrant Skills Incentives – Department of Education, Skills and Employment, Australian Government

CAQA Labs – Virtual lab environment our experts are working on!

The benefits of a virtual lab for information technology and information system related subjects are many.

First, the virtual lab provides a simulated environment that is very close to the actual environment where the students will be working after they graduate. In other words, a virtual lab allows students to experience what it is like to work in a real-world environment before they actually enter the workforce.

Second, it allows students to access their lab from any device, anywhere in the world. This means that students can study on their own time and at their own pace.

Third, physical service and equipment are not required; security is our responsibility. This frees up valuable classroom space and eliminates the need for expensive hardware and software.

Fourth, it saves cost. The virtual lab is more affordable than the traditional lab, and it also requires less maintenance.

Last but not least, a virtual lab enhances the learning experience by allowing students to work on real-world projects. Students are able to apply the knowledge they have learned in the classroom to actual business projects. This helps them to better understand the concepts they are learning and prepares them for the challenges they will face in the workforce. In conclusion, a virtual lab provides a number of valuable benefits that make it an excellent choice for information technology and information system related subjects.

For more information, please email us at

CAQA Resources

Edu Learning – Your door to professional development opportunities

We would love to have you join our professional development retainer agreement services or individual professional development opportunities through Edu Learning. Our organisation works with the aim to help you grow your skills in a fun and interactive way. The benefits of joining our organisation are numerous, from getting tips from VET experts and industry leaders to building a network of peers, who can help you move forward in your career.

Intellectually stimulating and engaging content is what we excel at. We offer training programs that will provide your staff with the practical skills and strategies that they need to be successful in their careers in this competitive market – whether it’s in marketing, finance or RTO operations.

The benefits of being part of our professional development group include:

– Developing a better understanding of the role of a VET professional
– Getting in-depth training in different RTO sector skill sets that meet your and your organisation’s needs and requirements.

In partnership with Edu Learning and CAQA Skills, CAQA provides a variety of professional and personal development opportunities. We may also tailor the training to meet your specific requirements and skill level as well. For additional details, please contact us right away at