Message from the CEO (25 April 2022)

Message from the CEO

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

We are pleased to announce that we will be releasing a new version of our flagship product, CAQA Labs in May. This product will be made available as a standalone software solution and also as part of our Information Technology/ Information Systems training and assessment package.

We hope that you will find this collection of articles including an interview with Forensic Auditor and CEO of VETPrep Australia – Alex Schroder informative and useful. We believe that vocational education and training is an important part of preparing people for the workforce, and we are committed to supporting your work. Thank you again for all that you do!

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


Blended learning – The best of online and offline learning

Blended learning is a teaching approach that combines both online and offline learning. It offers the best of both worlds – the flexibility and convenience of online learning, combined with the personal touch and social interaction of offline learning. This approach has many benefits, including the ability to cater to different learning styles and providing more flexibility for students.

Caters to different learning styles

One of the biggest advantages of blended learning is that it caters to different learning styles. Some students prefer to learn independently, while others prefer face-to-face interaction. Blended learning gives students the best of both worlds by providing opportunities for both types of learners.

Increased flexibility and convenience

Another benefit of blended learning is that it is more flexible than traditional classroom instruction. Students can access course materials and complete assignments on their own time, which can be helpful for those with busy schedules. The online component of blended learning can be accessed anywhere at any time, meaning students can study around their busy schedules. Additionally, online resources can often be more engaging than traditional teaching methods, which can help keep students interested in their studies.

Additionally, blended learning allows students to receive feedback and support from instructors when they need it.

The list of other benefits include:

  • Improved engagement and motivation – students are more engaged when they mix online and offline learning
  • Greater variety of instructional methods – teachers can use a mix of online and offline methods to best suit their students’ needs
  • Enhanced mastery of content – students have more opportunities to learn and practice new skills
  • Blended learning allows students to work at their own pace, which helps ensure that all students receive the instruction they need.
  • Teachers have more time to individualise instruction for each student.
  • Blended learning allows students to get more hands-on experience.
  • Students can more easily stay engaged in learning when they are able to use different methods.
  • Blended learning can help students learn problem-solving skills.
  • Students can learn new information more easily when it is reinforced with different methods.
  • Blended learning can help students become more comfortable with technology.
  • Blended learning can help students develop teamwork skills.
  • Blended learning can help students be more successful in college.
  • Blended learning can help students develop lifelong learning skills.

However, blended learning is not just about using online resources; it’s also about incorporating face-to-face interactions into the learning process. This can include anything from group work and discussions to one-on-one meetings with instructors. By ensuring that students have opportunities to interact with their peers and educators, blended learning can create a more well-rounded learning experience.

Overall, blended learning is a great way to improve student achievement while also catering to different learning styles. Students who use this approach tend to perform better academically and are more engaged in their education. If you’re looking for a new and innovative way to learn, blended learning is definitely worth considering.

Interview with Forensic Auditor and CEO of VETPrep Australia – Alex Schroder

Alex is Australia’s leading VET Compliance Specialist, Forensic Auditor, and the CEO of VETPrep Australia. With qualifications Law, Commerce, Marketing, Management, Business, Quality Assurance and Strategic Leadership, Alex’s expertise is unsurpassed. She is the creator of the Certificate IV in RTO Compliance, Diploma of RTO Compliance Management, The RTO Standards Unpacked! and other courses. Alex is a member of ASQA’s inaugural Stakeholder Liaison Group and the ITECA Queensland State Committee, and is actively involved in the future of the VET sector.

Sukh Sandhu spoke to Alex Schroder in this interview:

Q1: You operate a registered training organisation that specialises in compliance and auditing training; can you tell us a little bit more about your organisation and the courses you offer?

I don’t operate an RTO; I am the CEO of VETPrep Australia, which is a specialist Compliance Rectification consultancy. VETPrep does however work hand-in-hand with the Australian Institute of Compliance Professionals (AICP). AICP offers the Certificate IV in RTO Compliance and the Diploma of RTO Compliance Management, which I developed in 2018. It also offers non-accredited courses like the RTO Standards Unpacked! and the Foundations of RTO Compliance courses. AICP is the only RTO in Australia that specialises in offering accredited training to the VET sector and its scope includes the Diploma of Quality Auditing, Compliance Skill Set, Lead Auditor Skill Set and also offers the Graduate Diploma of Management (Learning) and Graduate Diploma of Strategic Leadership via RPL. The Certificate IV in RTO Compliance and Diploma of RTO Compliance Management courses are the first of its kind and have proven to be hugely popular with VET Compliance Practitioners. The RTO Standards Unpacked! and the Foundations of RTO Compliance courses are fairly new and the enrolment numbers in these courses have been unprecedented.

VETPrep provides specialist compliance rectification and sanction management services to domestic and CRICOS providers, assistance with initial registration of RTOs, compliance maintenance and management services, bespoke professional development training, and organisational change and growth advice.

As a trained lawyer, I have been recognised by the Administrative Appeals Tribunal (AAT) as an industry expert and VETPrep has an unsurpassed reputation for achieving successful sanction appeals outcomes.

Q2: You are one of the very few recognised quality industry experts and leaders that we have in Australia, so how has your experience been working with ASQA to assist them in the transition process that they are currently undergoing?

As a member of the ASQA Stakeholder Liaison Group, I also sit on subcommittees focused on self-assurance, audit practices, online learning in the VET sector, and VET delivered to secondary school students. The ASQA that we are working with these days is a far cry from the ASQA of pre-2020 ASQA. Under the former Commissioner, ASQA operated under a cloud of fear and prosecution, instead of focusing on regulating the VET sector. I’m sure we all remember 2018 when ASQA tried to cancel more than 300 RTOs for not submitting their Annual Declaration on Compliance! ASQA’s current focus however is one of collaboration with the VET sector and providing guidance and education on how to comply with the NVR Act and the RTO Standards.

From a regulatory operations view, ASQA has also changed its approach to conducting regulatory audits and its regulatory monitoring practices. Regulatory audit practices have become more just and equitable than they were in the past and RTOs are provided with sufficient notice of the full scope of an ASQA audit, evidence to be submitted and overall, the audit experience that they can anticipate.

Since the implementation of ASQA’s reformed regulatory practices, the VETPrep team and I have helped dozens of RTOs successfully apply to ASQA for internal reviews of regulatory decisions. Two years ago these RTOs would have not had the opportunity of successful internal reviews and would have had no option but to spend tens of thousands of dollars in saving their RTO registration through Administrative Appeals Tribunal (AAT) appeals and/or trials.

While ASQA still has a lot of work to do on its regulatory reform, but when I consider the enormous raft of changes that have already been implemented, I have no doubt that our sector will flourish in a regulatory regime that is finally designed to regulate RTOs in a fair, just and economically sustainable manner.

Q3: What are the top five legitimate reasons for a regulatory body to impose severe sanctions on a training provider?

The majority of RTOs operate ethically and honestly and go to exceptional lengths to provide quality training to learners. This being said, unfortunately, there are still a small number of RTOs that are prepared to sacrifice quality for the sake of increased profits. During a recent forensic audit, we identified an RTO in Queensland that was selling TAE qualifications for $2,500; all that was required was an enrollment form and the upfront payment for these certificates. Other RTOs actively encourage their trainers and assessors to mark assessments using the “tick and flick” methodology, thereby facilitating findings of competence where learners have not adequately evidenced competency in the requirements of a training product, while some providers still show a blatant disregard for the quality and duration of their course delivery. It is not uncommon to hear some providers justify the inadequate delivery of training programs as something they need to do in order to remain competitive and profitable.

Although the instances of “cowboy RTO” activities have reduced significantly over the last few years, unfortunately, these practices are not as uncommon as we would like to think and RTOs that participate in these types of practices do so with little, if any, consideration for the disrepute brought to the VET sector.

A regulatory body should impose severe sanctions on a training provider in the following instances:

  1. Issuing fraudulent AQF certification documentation
  2. Systemically disregarding the requirements of the RTO Standards, the NVR Act and other legislative requirements
  3. Fraudulent claims for government funding, where training and assessment have not been delivered
  4. Systemic, deliberate and active attempts to mislead regulators

Q5: When should representatives of RTOs seek the advice of a legal expert, and what types of services do you provide to those who seek your guidance?

There are at least four instances where RTOs must seek expert VET compliance and/or legal advice:

  1. Applying for the initial registration of an RTO is a long, complicated and costly process and requires expertise. VETPrep is often asked to help potential RTO owners appeal unsuccessful initial registration applications, and although we have a stellar reputation in providing successful outcomes, the time, cost and potential loss of income to the new RTO could have been minimised by engaging expert assistance in the beginning. But, potential RTO owners are not solely to blame, unfortunately there are a large number of VET Compliance Practitioners who promote themselves as experts, yet do not have the required knowledge and expertise to produce the required outcomes.
  2. RTOs should contact a Rectification Specialist when they have failed an audit and are facing possible sanctions as a result. We often see providers who have failed audits, attempt to rectify and/or remediate non-compliance without engaging external expertise, believing that they have the internal capabilities to successfully do so. This mindset never fails to baffle me; after all, if an RTO did have the internal expertise required, they would surely not have failed the audit in the first place.
  3. Where the Regulator is considering the cancellation of an RTO’s registration, both compliance expertise and legal representation is paramount, as the cost of saving the business and the business owners’ livelihood, often pale in comparison to the cost of saving the RTO’s registration.
  4. Potential RTO purchasers must always insist on a Forensic Audit of the RTO being considered for purchase; this is part of the purchaser’s due diligence and is as essential as financial and legal due diligence. There is a misconception that a change of RTO ownership is an opportunity for “new beginnings” vis-a-vis the RTO’s compliance history but nothing can be further from the truth; an RTO’s compliance history and risk rating is vested in the owners of the RTO, regardless of the management structure at the time of any non-compliances occurring. This means that an RTOs compliance history stays with it indefinitely and without conducting a pre-acquisition audit, an RTO purchaser cannot fully know what it is that they are buying.

Practical demonstration – What to look for?

When observing a student during a practical demonstration, it is important to focus on both their technical ability and their methodology. For example, you should pay attention to whether the student is using proper technique when carrying out tasks, and whether they are following the correct steps in the demonstration. Additionally, it is also important to assess the student’s understanding of the task at hand, and whether they are able to explain what they are doing.

There are a few key things that you should look for when assessing a student’s performance during a practical demonstration:

1. Technical ability – The ability to use the correct tools and equipment. Are the students using the proper techniques? Are they following the correct steps?

2. Understanding -The ability to follow instructions and procedures. Do the students understand what they are doing? Can they explain it to you?

3. Methodology – Is the student using the correct methodology? Are they following the demonstrations correctly?

4. Assessment – Are you able to assess the student’s skills and competencies accurately?

5. Safely and effectively – The ability to safely and effectively carry out the task

6. Communication skills – The ability to communicate effectively with others

7. Problem-solving – The ability to troubleshoot and solve problems

8. Compliance with training package requirements – All activities and tasks have been completed and demonstrated according to the requirements mentioned in the training package.

When carrying out a practical demonstration, it is important to focus on the key skills and competencies that you want your students to learn. Make sure that you clearly explain what these are before starting the demonstration. This will help your students to understand what they need to pay attention to during the practical.

As you carry out the demonstration, try to give your students regular feedback on their performance. This will help them to understand what they are doing well and where they need to improve. If possible, record this feedback so that you can go over it with the students afterwards.

Finally, make sure that you debrief with your students after the practical demonstration has finished. This is an opportunity for you to go over any areas where they struggled and to ensure that they have understood everything that they need to know. It is also a good time to give them any final feedback on their performance.

By ensuring that you focus on all of these areas, you can be confident that you are accurately recording the student’s skills and competencies. This will allow you to provide them with feedback that is specific and tailored to their individual needs, and help them to improve their practical demonstration skills.

For vocational placement kits/ practical work placement kits, please visit our website or email us at


CAQA Analysis on NCVER’s Research Report – The four features of high-quality VET delivery.

It is widely accepted that high-quality vocational education and training (VET) is essential for achieving positive outcomes for both individuals and industry. However, there is still much debate about what factors make up a high-quality VET offering.

In this article, we explore some of the key factors that registered training organisations (RTOs) should consider when delivering high-quality VET. In order to deliver high-quality VET, RTOs need to focus on four key areas: student engagement, student success, stakeholder needs, and continuous improvement.

Firstly, it is important to ensure that the VET offering is transformational, enabling students to engage, learn and achieve their goals. Transformational VET programs inspire students to see themselves in new roles, with new skills and knowledge that can help them succeed in their chosen field. Student engagement is critical to ensuring that students are motivated and inspired to learn. RTOs need to create an environment where students feel supported and able to achieve their goals.

Secondly, the VET offering must be student-centred, meeting the needs and goals of diverse learners. This means that programs must be designed to meet the specific needs of each student, taking into account their prior learning, experiences and aspirations. Student success is essential to ensuring that all students have the opportunity to succeed in their studies. RTOs need to provide support and guidance to help students overcome any challenges they may face.

Thirdly, VET offerings must be fit-for-purpose, adapting to the changing needs of businesses and industry. RTOs need to continually review and update their programs to ensure they are meeting the ever-changing demands of the workplace. Stakeholder needs must be met in order for RTOs to be fit-for-purpose. RTOs need to understand the needs of their stakeholders and adapt their offerings to meet those needs.

Finally, VET offerings must be evolutionary, continually improving to meet the needs of students and businesses. RTOs should always be looking for ways to improve their programs, making sure they are delivering the best possible outcomes for all involved. Continuous improvement is essential to ensuring that RTOs are always striving to improve their offerings. RTOs need to review their practices and make changes where necessary to ensure they are providing the best possible service to their students.

If you are an RTO looking to deliver high-quality VET, then consider these key factors to ensure you are providing the best possible learning experience for your students.

You can read more information at

Inconsistent judgements by the auditors working with or for the regulatory body

Auditors are expected to use their judgement when conducting an audit. However, there can be inconsistencies in how different auditors exercise their judgement, which can lead to differences in the outcome of the audit. This can be a problem if the auditor’s judgement is not based on a sound understanding of:

  • What the regulatory body’s framework is
  • What the best validation and audit practices in the industry are
  • System-centred audit practices
  • The sector or organisation being audited – This can lead to incorrect assumptions being made about how things work in practice, which can in turn lead to errors in judgement. For example, an auditor who has never worked in ECEC will not really be able to understand how things work in industry and so on.
  • Knowledge about the specific requirements of the audit – This can result in key areas being overlooked, or important details being misinterpreted
  • Personal biases – We all have our own personal experiences and perspectives that can influence our judgement. It is important to be aware of these biases and try to account for them when making decisions.
  • Groupthink – This is a phenomenon whereby people in a group tend to conform to the opinions of the majority, even if those opinions are factually incorrect. This can lead to errors in judgement being made by the entire group.
  • Confirmation bias – This is the tendency to search for, or interpret information in a way that confirms our preexisting beliefs. This can lead us to overlooking evidence that contradicts our beliefs, or misinterpret evidence that supports them.

This results in a lack of transparency and accountability in the sector.

System-centred audit practices are generally considered to be the best way to ensure consistency in judgement. This means that audits should be designed around the specific systems and processes being audited, rather than trying to fit them into a template. This allows for a more tailored and comprehensive audit, which can reduce the risk of inconsistency.

Another important factor to consider is the experience and expertise of the auditor. An experienced auditor is more likely to be able to identify inconsistencies and address them appropriately. It is also important to have a team of auditors with different areas of expertise, so that they can check each other’s work and provide a second opinion if necessary.

Finally, it is important to keep communication lines open between the auditor and the client. If there are any discrepancies in the data or information provided, these should be addressed as soon as possible. By working together, the auditor and the client can ensure that all inconsistencies are identified and resolved.

There are several factors that can contribute to inconsistencies in auditor judgement. First, different auditors may have different levels of experience and knowledge. Second, auditors may have different interpretations of regulatory standards, guidelines and requirements. And third, auditors may use different methodologies when conducting an audit.

How can these inconsistencies be addressed?

One way is for auditors to obtain a better understanding of the regulatory requirements and standards and how they can be applied to different training organisations. Another way is for auditors to use a more standardised approach when conducting an audit. This can help to ensure that all auditors are working from the same framework and using the same terminology. Finally, the regulatory body can provide ongoing professional development training for auditors on how to exercise their judgement consistently.

The auditors should educate themselves about the sector or organisation they are auditing – Before they begin the audit, make sure they understand the sector or organisation they are auditing. This will help them to avoid making incorrect assumptions about how things work in practice.

Understand the specific requirements of the audit – Before beginning the audit, auditors should make sure they understand all of the requirements that need to be met. This will help them to ensure that they do not overlook any important details.

Be aware of personal biases – We all have our own personal experiences and perspectives that can influence our judgement. It is important to be aware of these biases and try to account for them when making decisions.

Avoid groupthink – When working in a group, it is important to encourage dissenting opinions and debate. This will help to avoid the pitfalls of groupthink.

Avoid confirmation bias – When reviewing evidence, it is important to try to consider all of the evidence, not just the evidence that supports pre-existing beliefs. This will help make more objective decisions.

These are just some of the ways that inconsistencies in auditor judgement can be addressed. By taking these steps, auditors can ensure that their audits are conducted accurately and efficiently.

The Australian VET system is eroding, fragmenting, and dysfunctional.

New research is showing that Australia’s VET system displays indicators of erosion, fragmentation, and dysfunction.

According to the findings of the study, conducted by the Australia Institute’s Centre for Future Work, profound and long-standing flaws with Australia’s vocational education and training system have not been remedied – and in some cases, have deteriorated.

A senior economist at the Australia Institute’s Centre for Future Work, Alison Pennington, said that the continued decline in enrolments, coupled with an eight-year trend of declining apprenticeship completion rates, “makes it abundantly clear that Australia’s domestic skills pipeline is in disarray.”

“Deep failures in vocational education and training policy reflect broader failures in Australian economic policy to encourage long-term investments of any kind in the economy, whether in physical capital, innovation, or skills,” Pennington said.

“Employers who hire apprentices and trainees receive financial incentives from the government under COVID-era skills initiatives, but the training system remains in need of repair. The skills pipeline has not been either protected or replenished as a result of the present VET policy, according to the findings.

The analysis also discovered that non-accredited training accounted for all of the growth in VET enrollments between 2015 and 2020, increasing by almost 70,000 enrolments, while enrollments in fully controlled, accredited programmes decreased by more than 500,000.

Pennington stated that enrolment in accredited programmes, traineeships and apprenticeships in feminised industries with the most severe labour shortages, continues to be low in these industries.

“Men accounted for three out of every five of the new apprentices and trainees in training throughout the course of the year to June 2021. ‘Once again, the jobs and demands of women have been devalued in favour of the optics of high-visibility photo opportunities,’ she lamented.

It is imperative that Australia commit to reclaiming the TAFE system’s leadership position in trustworthy vocational education – the national skills policy infrastructure that can help the country regain its long-term investment strategy in its people, skills, and innovative sustainable sectors.

You can read the full report at

Strategic Review into First Aid units of competency in Western Australia

The Training Accreditation Council’s risk management approach to regulation is to consider the risks to the quality of vocational education and training outcomes on an ongoing basis. Underpinned by the Council’s Risk Framework, stakeholders are informed about the Council’s regulatory focus areas via its Regulatory Strategy.

The Council’s Focus on Quality: Regulatory Strategy 2021-2023 identifies First Aid units of competency as an area of focus. Issues that have come to the attention of the Council include: the quality of training and assessment, including online practices; amount of training; industry currency of trainers and assessors; and RTO facilities and equipment.

The First Aid Strategy will focus on the following units of competency:

HLTAID009 Provide cardiopulmonary resuscitation (previously HLTAID001)

HLTAID010 Provide basic emergency life support (previously HLTAID002)

HLTAID011 Provide First Aid (previously HLTAID003)

HLTAID012 Provide First Aid in an education and care setting (previously HLTAID004)

The First Aid Strategic Review includes:

1. Explicit scope

As per the TAC Regulatory Strategy 2021–2023, RTOs who have not previously been scoped in the superseded first aid units and submit an application to add the new units, will be audited.
In addition, RTOs who have added the replacement units to their explicit scope will be audited six months after the amendment to scope is approved, to check deployment.

2. Implicit Scope

As per the TAC Regulatory Strategy 2021–2023, monitoring audits of RTOs with CHC30121 Certificate III in Early Childhood Education and Care and CPP20218 Certificate II in Security Operations (or the superseded qualifications) on scope of registration, will include first aid units in the audit sample.

In addition, for RTOs with first aid units as implicit scope, not linked to the qualifications listed above, audits will take place over the next 12 months as qualifications that list the relevant first aid units are updated.

TAC RTOs selected to participate in the review will be contacted shortly.

For more information, please visit

The RTO complies with all relevant Commonwealth, state, and territorial laws and regulations

Your training organisation must comply with all relevant Commonwealth, state, and territorial laws and regulations. This includes (but is not limited to):

The National Vocational Education and Training Regulator Act 2011

The NVR Act also establishes the National Quality Framework (NQF). The NQF promotes high quality, nationally consistent training and assessment services. It does this by setting minimum standards for registered training organisations (RTOs), and requires RTOs to be monitored against these standards. The Standards for Registered Training Organisations (RTOs) 2015 are made under subsection 185(1) and subsection 186(1) of the National Vocational Education and Training Regulator Act 2011 (the Act). For more information, see the Australian Skills Quality Authority website.

The Education Services for Overseas Students Act 2000

The ESOS Act sets out the legislative framework for the regulation of the provision of education and training to overseas students on student visas and contains standards for providers in relation to courses of study, marketing, admissions, recruitments, orientation, manage changes to courses, academic progress, complaints and appeals among other requirements.

The Competition and Consumer Act 2010

The law covers many aspects of the relationship between businesses and consumers, including issues such as unfair contract terms, misleading or deceptive conduct, and unconscionable conduct. The law also contains specific provisions relating to the provision of services by businesses to consumers.

The Work Health and Safety act

The RTO will take all reasonable steps to ensure the health and safety of its employees, students, contractors, and visitors.

The RTO has in place a range of policies and procedures to ensure compliance with relevant laws and regulations, including but not limited to:

  • Work Health and Safety Policy
  • OHS/WHS Risk Management Procedure
  • Emergency Evacuation Procedure.

In the event that an incident does occur, the RTO will investigate and take corrective action as required. This may include implementing new or revised policies and procedures, providing training to employees, or taking disciplinary action against those involved. The RTO is committed to the continual improvement of its compliance with all relevant laws and regulations.

The Discrimination Act

The RTO is committed to providing a discrimination-free environment for all employees, students, contractors, and other individuals who interact with the RTO. The RTO will not tolerate any form of discrimination or harassment on the basis of race, ethnicity, national origin, religion, sex, gender identity or expression, sexual orientation, age, disability, or any other protected characteristic. Anyone who experiences or witnesses discrimination or harassment at the RTO is encouraged to report it to a supervisor or HR representative. The RTO will investigate all reports of discrimination and take appropriate corrective action if necessary.

The Equal Opportunity Act 2010

RTO must value diversity and inclusion in their workforce and welcome applications from people of all backgrounds, experiences, and abilities. They should remain committed to creating a safe and supportive environment for all members of the community.

The Racial and Religious Tolerance Act 2001

The RTO also complies with international human rights instruments to which Australia is a party, including the International Covenant on Civil and Political Rights, the International Covenant on Economic, Social and Cultural Rights, and the Convention on the Elimination of All Forms of Racial Discrimination.

The Working with Children Act 2005

The RTO is committed to providing a safe and welcoming environment for all members of the community, including children. Staff members undergo regular training on their obligations under the Working with Children Act 2005 and are required to adhere to strict guidelines when working with or around children. The safety of all stakeholders including children should always remain the organisation’s number one priority, and the organisation should always take any necessary measures to protect them from harm.

National Police Check

The NPC is an important part of RTO’s commitment to providing a safe and secure environment for students. It helps organisations identify any potential risks associated with individuals who may have access to the students.

Privacy Act 1988 (Cth)

The RTO is committed to protecting the privacy of all individuals with whom it deals. The RTO has in place policies and procedures to ensure that all personal information is collected, stored, used and disclosed in accordance with the Privacy Act 1988 (Cth). The RTO also takes reasonable steps to protect all personal information from misuse, interference and loss, and from unauthorised access, modification or disclosure. Individuals have a right to access their personal information held by the RTO, and to request that their personal information be corrected if it is inaccurate, incomplete or out-of-date.

The Copyright Act 1968

RTOs are required to comply with the Copyright Act 1968 and all relevant Commonwealth, state and territory laws and regulations. The purpose of this compliance is to ensure that RTOs can continue to provide quality training and education services to their students.

Some of the key requirements that RTOs must comply with include:

  • ensuring that all material used in the delivery of training and education services is copyright compliant
  • obtaining the appropriate licences or permissions for the use of any copyrighted material
  • ensuring that all staff involved in the delivery of training and education services are aware of their obligations under the Copyright Act 1968.

RTOs should also have in place procedures for dealing with any complaints or inquiries relating to copyright compliance.

It is your responsibility to ensure that you are familiar with all relevant laws and regulations and that your training organisation complies with them. Your RTO will be regularly audited to ensure compliance. Compliance with legislation is essential to maintaining your registration.

The RTO also has a range of policies and procedures in place to ensure compliance with these laws and regulations. These include policies on equal opportunity and non-discrimination, child safety, work health and safety, privacy, copyright, and public records.

The RTO is committed to providing a safe and inclusive environment for all members of the community. We encourage everyone to familiarise themselves with our policies and procedures and ensure they cover all aspects of RTO registration, administration, governance and management.

If you have any questions about your obligations, please seek legal advice or contact RTO consultants.

In what ways does copyright legislation apply to training organisations?

Copyright law is a set of laws that protect the intellectual property rights of authors. It prohibits the copying, distribution, performance, and display of other people’s work without their permission. Copyright law applies to training organisations in a number of ways as they are not exempt from copyright law. The training materials they produce can be protected by copyright law as long as they are original and not copied from any other source. For example, copyright may protect the material that is used in training courses, such as course materials, presentations and other teaching aids. Copyright protects the way in which the training is delivered, such as online courses or distance learning materials. Perhaps the most obvious way is that any materials created by the organisation, such as training manuals or PowerPoint presentations, will be protected by copyright. This means that no one can copy or use these materials without the permission of the copyright holder, which is usually the training organisation itself. The days when the trainers would move from one RTO to another and bring a copy of their previous employers training and assessment material with them are well and truly over.

Organisations must ensure that they have the necessary copyright permissions in place before using any copyrighted material. This includes ensuring that they have permission from the copyright owner to use the material, and that they are complying with any conditions attached to that permission. For example, if a trainer wants to use someone else’s copyrighted material in a presentation, they will need to get permission from the copyright owner before doing so. Otherwise, they could be infringing on someone’s copyright and could be liable for damages. The training organisation, therefore, must be careful when they create training materials such as books, videos and slideshows to ensure that they are not infringing on other people’s copyrights.

Finally, it’s important to note that copyright law also applies to digital materials. So, if a training organisation wants to use an online video or audio clip in a presentation, they will need to make sure that they have the appropriate permissions from the copyright owner before doing so.

Organisations should also be aware of the exceptions and limitations to copyright law, which may allow the use of copyrighted material without the need for permission from the copyright owner. For example, the fair dealing exceptions allow the use of copyrighted material for certain purposes, such as criticism, review, news reporting and research.

In summary, copyright law affects training organisations in a number of ways. It is important for organisations to be aware of these laws and to ensure that they are complying with them. Otherwise, they could face legal action for infringement.

For more information on copyright and how it applies to training organisations, please refer to the following websites:

About Copyright

Copyright | IP Australia

Copyright basics | Department of Infrastructure, Transport, Regional Development and Communications, Australian Government

What is copyright? – Smartcopying

Copyright Act 1968

Issuing qualifications to your own trainers, assessors and staff members

Qualifications are important. They ensure that trainers and assessors are current and competent in their fields. They also help to put a check on the quality of training provided by trainers and assessors. You may be tempted to issue qualifications to your own trainers, assessors and staff members for a number of reasons such as in an effort to save money or save the administration processes or you are the only or few RTO having the training product on their scope of registration. Let’s now understand what is the stand of the regulatory body:

The VET Quality Framework or the Standards for Registered Training Organisations 2015 do not prevent RTOs from providing and granting RPL and issuing AQF qualifications or statements of attainment to their own trainers, assessors and staff members. However, RTOs must be able to provide evidence that demonstrates how competence was determined prior to issuing AQF qualification or statement of attainment. For example, the RTO must be able to demonstrate compliance with Clause 1.8, ensuring that the assessment complies with the requirements of the training package, is conducted in accordance with the principles of assessment and is fair, valid and reliable.

We have learned from thousands of audits that awarding qualifications to your own trainers, assessors, and staff members can open a can of worms for a variety of reasons. Here are a few of them:

a. How do you provide evidence that staff did not have access to the student and assessor copy or RPL documentation before and during the assessment?

b. How do you make sure sufficient evidence has been collected?

c. Who assesses their competency and what are their credentials?

d. Where the evidence is kept and for how long? How do you demonstrate trainer/assessor has been assessed in a valid and reliable manner after the retention period of documentary evidence such as assessments ends?

e. How do you ensure the trainer/assessor meet the entry and admission requirements to enrol and complete a training product?

f. What sort of agreement is in place between your RTO and RTO personnel related to fees, other charges and refunds?

g. How does your policy framework reflect these practices?

So, before you go ahead and issue qualifications to your own employees, make sure you take all these things into account. It’s important to weigh up the pros and cons of doing this and to make sure that the benefits outweigh the risks. Otherwise, you could end up causing more problems than you solve.

What sort of RTO training resources does CAQA Resources offer?

CAQA Resources offers a range of training and assessment resources to help RTOs meet their compliance requirements. These resources include online courses, learning resources, templates, and more. Plus, our team of experts are available to provide customised support and advice when you need it. Our resources include:

  • RTO Compliance manuals
  • RTO policies and procedures
  • Training and assessment materials
  • ELICOS Resources
  • Training and assessment strategies
  • Learning resources including learner guides, powerpoint, session plans, self study guides, Class activities book
  • Assessment tools
  • RPL Kits
  • LLN Kits
  • Work placement kits/ Vocational placement kits
  • Knowledge guides
  • Manuals and templates – We have a range of manuals and templates to help you develop your own training materials and compliance forms and documents.
  • Interactive SCORM compliant files for learning management systems – e have a range of SCORM compliant files available, covering areas such as assessment and learner engagement.

And more!

Our resources are designed to help RTOs meet the requirements of the Vocational Education and Training (VET) Quality Framework, and are updated regularly to reflect changes to the Framework. These resources are designed to help RTOs meet their compliance obligations and provide high-quality training programs.

Our resources are developed by subject matter experts in consultation with the best instructional designers and developers, so you can be sure you’re students are getting the most up-to-date and relevant information.

To find out more about our RTO training resources, visit our website or get in touch with us today. Our team of experts can help you choose the right resources for your training organisation, and provide support every step of the way.

Quality training is one of the best investments a training organisation can make.

One of the most important investments a training organisation can make is in quality training resources. Training resources that meet training package requirements, industry needs and regulatory requirements can help ensure that your organisation provides effective and compliant training.

  • High-quality training resources are essential for:
  • Delivering an effective and consistent learning experience for your students;
  • Meeting the needs of your industry sector;
  • Complying with applicable regulatory requirements and guidelines; and
  • Demonstrating due diligence to regulators.

Additionally, well-developed training resources can often be reused or adapted for other purposes, such as customised training or upskilling programs. This helps to keep costs down and makes training more accessible to a wider range of people. This leads to increased productivity and a more skilled workforce.

Ultimately, investing in quality training resources is an important way to ensure that your organisation is providing its employees with the best possible training experience. By choosing reputable and reliable suppliers, you can be confident that your training materials are of the highest quality and will meet all necessary requirements.

All training organisations must understand the importance of providing quality training resources. That’s why all of their courses should be developed in consultation with industry experts, and assessment tools must meet the requirements of the training package.

Training organisations should offer a range of flexible delivery options, so students can choose the mode that best suits their individual needs and requirements. The student should have confident that they are investing in quality training that will help them succeed.

Training providers must keep up with industry trends.

Organisations that provide training and assessment must keep up with the latest trends and developments in their industry if they wish to stay ahead of the competition. Additionally, they need to be able to provide learners with the necessary skills and knowledge to work effectively in a globalised economy. Training providers must keep up with these changes in order to provide the most relevant and current training available. This includes incorporating new technologies, updating course content, and keeping up with industry trends.

This is becoming increasingly important as businesses operate in an ever-more competitive environment. In order to succeed, companies need to have a workforce that is capable of meeting the challenges posed by a global marketplace.

The best way to ensure that your learners are up to date with the latest trends is to invest in quality training and development programs. These will help them stay current with the latest changes in their field, and give them the tools they need to be successful.

So what are some of the latest trends in the industry? Here are a few to get you started:

One trend that is having a big impact on the workforce is the rise of automation. Automation is replacing many manual tasks, which means that employees need different skill sets than in the past. Training providers need to make sure they are incorporating these new technologies into their courses.

Another trend that is impacting the workforce is the growth of the gig economy. More and more people are working as freelancers or contract workers, so training providers need to prepare their students for this type of work. Topics like networking and self-promotion are becoming increasingly important.

The other trends that you should focus on include but not limited to:

  • The rise of digital marketing and social media.
  • The increased use of technology in business operations.
  • The importance of customer service and satisfaction.
  • The growth of entrepreneurship.
  • The impact of globalisation on businesses.
  • The importance of professional development and continuing education.
  • Increased focus on workforce development
  • Emergence of new learning models
  • Importance of technology in learning
  • Flurry of activity around competency-based education
  • Growing demand for corporate training
  • Rise of microlearning
  • Increased demand for e-learning courses
  • Continued growth of mobile learning
  • Shift towards personalised learning
  • Increased focus on soft skills
  • Shift towards experiential learning
  • Increased demand for customised training programs
  • Growing importance of niche training providers
  • Increased focus on employee retention
  • Shift towards self-paced learning
  • Increased demand for corporate training solutions.

As you can see, there are many changes happening in the industry, and training providers need to be prepared for them all. If you’re a training provider, it’s important to stay up-to-date on these trends so that you can offer the latest and greatest services to your clients. Otherwise, you risk becoming irrelevant in today’s competitive market. So keep an eye out for these trends and make sure your training programs are up-to-date! It’s certain to be a challenging but rewarding endeavour!

It is important for training providers to stay ahead of the curve, as this will ensure that their students are getting the best training possible. By being proactive and keeping up with industry changes, providers can help their students stay ahead of the competition and stay informed about new developments in their field.

The Indo-Pacific will benefit from a historic free trade deal with India.

According to Australia’s trade minister, the historic trade agreement with India will contribute to the promotion of stability in the Indo-Pacific region.

The agreement will result in the elimination of tariffs on more than 85 percent of Australian goods exported to India, which are currently worth more than $12 billion annually.

Meanwhile, duty-free treatment will be extended to 96 percent of Indian exports to Australia. “It is a significant victory for our exporters,” Trade Minister Dan Tehan said on Saturday morning’s ABC news broadcast. “We gain access to the world’s largest and fastest-growing economy, which is India.

“By linking our two economies together, it contributes to providing an important counterbalance to the geostrategic competition that we are witnessing in the Indo-Pacific.

According to the minister, “the more we can tie ourselves with India… the better for our long-term future and the better for stability in the Indo-Pacific.”

The value of bilateral trade between Australia and India is currently more than $24 billion. It had been more than a decade since the first round of negotiations between Australia and India on an economic cooperation and trade agreement, with the first round of talks between the two countries taking place in 2011.

According to the agreement, tariffs on products such as sheep meat and wool will be eliminated immediately, while tariffs on products such as avocados, onions, nuts, and fruits will be phased out over the next seven years as part of the agreement.

Tariffs on wine will be reduced as well, and tariffs on products such as coal and metallic ores will be eliminated upon entry into the resources sector as a result.
India will reap the benefits of labor-intensive industries such as leather, gems, and jewellery manufacturing.

“This is fantastic news for lobster fishers in Tasmania, wine producers in South Australia, macadamia farmers in Queensland, and critical minerals miners in Western Australia,” Prime Minister Scott Morrison said in a statement on Tuesday.

‘This agreement is based on our strong security partnership and our joint efforts in the Quad, which has created the opportunity for our economic relationship to advance to a new level,’.

The trade agreement is also expected to have a positive impact on the education and tourism sectors. In terms of professional qualifications, licencing and registration procedures, both countries will recognise the other’s procedures.

Under the Australia-India Economic Cooperation and Trade Agreement (AI ECTA):

  • Australia has confirmed post-study work rights in a side letter to a free trade agreement and will extend access for STEM graduates. Australia will maintain opportunities for former Indian students to live, study and work temporarily upon completion of a diploma or trade qualification (up to 18 months), bachelor degree (up to two years), masters degrees (up to three years) or doctoral degree (up to four years). An additional year will be available for Indians who graduate with bachelor degrees in STEM and ICT with First Class Honors (from two to three years).
  • Higher education and adult education are subsectors India has guaranteed the equivalent to the best treatment accorded to its future FTA partners, meaning Australian suppliers will always receive India’s best market access given in the future to any country.
  • India has agreed to implement a framework to facilitate the mutual recognition of qualifications, licensing and registration procedures between professional services bodies. This framework will facilitate the improvement of recognition of professional qualifications, and promote two-way mobility.
  • Australia will also provide new access for young Indians to participate in working holidays in Australia. Places in Australia’s Work and Holiday program will be set at 1,000 per year and Australia will have two years to implement the outcome. This is expected to contribute to both workforce requirements and to tourism in the post- COVID recovery.
  • India will provide a reciprocal work-based immigration route for Australians who successfully complete their studies and who wish to supplement their training with professional experience in India, to open up greater opportunities post-study.

Australian service suppliers from more than 30 industries will be assured of the best possible treatment by India in the event that the country enters into another trade agreement with another country.

Working holidays in Australia will also be made available to Indian residents, with 1000 places reserved for them, and the federal government will have two years to put the plan into effect after it is approved.

How ASQA assess the RTO registration renewal

ASQA is responsible for the assessment and registration of RTOs. ASQA must be satisfied that an RTO is meeting the requirements of the Standards for Registered Training Organisations (RTOs 2015) for its registration to be renewed. ASQA takes a risk-management approach when they evaluate registration renewal applications. They use a structured process to assess applications and ensure they meet all the requirements for continued registration before approving. As part of its regulatory role, ASQA assesses RTO registration renewals to ensure that they continue to meet the RTO Standards. This includes a review of an RTO’s:

compliance history – An RTO’s compliance history is one factor that ASQA considers when assessing an application for renewal of registration. ASQA also considers the RTO’s current compliance status and any changes to the RTO’s operations since its last registration renewal. ASQA will consider any non-compliance issues that have been raised against the RTO, as well as the steps the RTO has taken to address these issues.

current operations and resources – your RTO’s policies and procedures, training and assessment materials, practices and resources, a schedule of training delivery for each course, trainers and assessors credentials, industry engagement and consultation, training and assessment strategies, RPL kits, LLN kits, student support and welfare, validation, transitioning from superseded to current training product, the results of recent audits, governance and administration processes and practices and marketing material are few of the things those can be considered for compliance purposes. ASQA also assesses the RTO’s financial viability and its capability to deliver high-quality training. The assessment process takes into account the RTO’s resources, including its staff, teaching and assessment practices, and facilities.

plans for future development – Future development plans refer to how a training organisation is preparing for its next steps, including but not limited to expanding into new markets or learner cohorts such as offshore markets, applying for CRICOS or funding contracts, and so forth.

To ensure you meet the requirements for renewal, you should review the following, but not limited to:

  • The Standards for Registered Training Organisations (RTOs) 2015
  • The National VET Regulator’s guidance material
  • Your RTO’s scope of registration
  • Any changes that have occurred since your RTO registered
  • Compliant training and assessment resources
  • Industry engagement and consultation
  • Validation plan, processes and evidence
  • Marketing and advertising materials
  • Training and assessment strategies and practices (The quality of the training and assessment delivered by the RTO)
  • Student support and welfare
  • Quality management system (QMS) and risk management processes
  • Student and staff records
  • Policies and procedures manual
  • Transitioning practices and documentation
  • The competence of trainers and assessors employed by the RTO
  • The resources and facilities available to the RTO
  • The student engagement and satisfaction levels with the RTO’s courses and services
  • Any complaints or breaches of ASQA’s standards by the RTO

ASQA conducts regular audits of registered training organisations (RTOs) to ensure they are meeting the Standards for Registered Training Organisations (SRTOs). These audits can be either announced or unannounced, and can cover any or all of the aspects mentioned above.

If an RTO does not meet all the requirements, ASQA may take enforcement action. However, ASQA recognise that some RTOs may have made mistakes in the past but have since taken steps to improve their operations. In these cases, they may consider granting a conditional approval to allow the RTO time to continue meeting all the requirements. ASQA’s risk-management approach ensures that all registered RTOs are continuing to meet the high standards they expect. If ASQA is not satisfied that an RTO meets the requirements of the Standards, the RTO’s registration may not be renewed.

It is therefore important for RTOs to maintain high levels of compliance at all times, and to rectify any issues that are identified during an audit. This helps ensure that students receive quality training and assessment that meets the required standards.

For more information, please refer to

The use of third parties in delivering and assessing training in Australia under ASQA

Since its establishment in 2011, the Australian Skills Quality Authority (ASQA) has been responsible for regulating the quality of vocational education and training (VET) in Australia. ASQA is an independent statutory authority, governed by a board appointed by the Minister for Education and Training.

One of ASQA’s key functions is to accredit training providers and courses. This means that ASQA has the responsibility for ensuring that all training providers offering nationally recognised qualifications are assessed against a set of quality standards. To do this, ASQA uses a range of mechanisms, including on-site audits and reviews of provider practices and documentation.

When assessing whether a particular provider meets the required standards, ASQA may also take into account the use of third parties. A third party can be an organisation or individual that is not associated with the training provider but provides services to it, such as student support, assessment or delivery of training.

There are a number of benefits to using third parties in training provision. First, it can help to improve the quality and consistency of training provision. This is because the third party will be independently assessed against a set of quality standards, and must meet these standards in order to provide services to the training provider.

Second, using a third party can help to reduce costs for the training provider. This is because the third party may have already met the required standards, and therefore does not need to be assessed by ASQA.

Third, using a third party can help to improve the flexibility of training provision. This is because the third party may be able to provide services to a range of training providers, across different locations and sectors.

Finally, using a third party can help to improve the accountability of the training provider. This is because the third party will be held responsible for meeting the required standards, and any failings will be attributed to it rather than the training provider.

While there are many benefits to using third parties in training provision, there are also some potential risks. First, using a third party can lead to a loss of control over the quality of training provision. This is because the third party may not meet the required standards, or may not be aligned with the values and objectives of the training provider.

Second, using a third party can lead to a loss of access to important resources. This is because the third party may not share the same resources as the training provider, such as staff, facilities or equipment.

Third, using a third party can lead to a loss of knowledge and expertise. This is because the third party may not have the same level of experience or expertise as the training provider.

Finally, using a third party can lead to a loss of independence. This is because the third party may be reliant on the training provider for business, and may be less likely to criticise it or provide negative feedback.

An RTO may use a third party to deliver a VET course only if it has an agreement with the third party (refer to Sections 116 and 117 of the NVR Act). The agreement must:

  • the names of the RTO and the third party
  • the start and end date of the agreement
  • clauses detailing both parties’ obligations, roles and responsibilities of the RTO and the third party for example, under the agreement, making clear that:
    • any training and/or assessment is provided in the name of the RTO, not the third party
    • the third party cannot advertise any VET courses in its own name
    • students are enrolled as students of the RTO, not the third party
    • qualifications and/or statements of attainment are issued in the name of the RTO, not the third party
  • clauses detailing the obligations of the third party (that is, setting out which party will provide training and assessment materials, resources and facilities)
  • the mechanisms through which the RTO will systematically monitor the third party (for example, if the third party is providing the training and assessment materials, resources and facilities), set out:
    • how these will be reviewed prior to use across all delivery sites
    • how the RTO will ensure that trainers and/or assessors provided by the third party meet the requirements of the Standards for RTOs
  • record-keeping procedures for enrolment information and completed assessments
  • details of which party will validate completed student assessments
  • any obligations (of the RTO or third party) relating to government subsidies or other financial support
  • clauses requiring the third party to cooperate with ASQA and provide accurate responses to requests about delivery of services.

An RTO may use a third party to assess a VET course only if it has an agreement with the third party. The agreement must include arrangements for quality assurance, including regular monitoring by the RTO. The third party must also comply with ASQA’s requirements.

ASQA regularly monitors RTOs and their use of third parties to ensure that they are meeting the required standards. If an RTO is not meeting these standards, ASQA can take action, including suspending or cancelling the RTO’s registration.

For more information, please refer to Third party arrangements | Australian Skills Quality Authority (ASQA)

Marketing practices and regulatory requirements under ASQA

ASQA is the regulatory body for quality assurance in Australian vocational education and training (VET). ASQA is responsible for ensuring that all VET providers meet national quality standards. This includes marketing practices and regulatory requirements.

Marketing is an important part of any business, and VET providers are no exception. ASQA requires that all marketing materials be accurate and truthful, and not misleading or deceptive. Providers must also ensure that their marketing activities comply with all relevant laws and regulations.

For example, advertising must not contain false or misleading information about a course, the provider, or the student experience. Promotional activities such as competitions or scholarships must be conducted fairly and in accordance with the law. And pricing information must be accurate and up-to-date.

The marketing practices by an RTO may include:

  • Advertising their courses and services
  • Promoting their qualifications and skills
  • Engaging in social media marketing
  • Offering scholarships or discounts

However, RTOs must also be mindful of ASQA’s regulatory requirements when implementing these marketing practices. Some of these requirements include:

  • Not making false or misleading statements about their courses or services
  • Not exaggerating the benefits of their qualifications or skills
  • Refraining from discriminatory marketing practices
  • Abiding by the Australian Consumer Law when promoting their courses and services

ASQA can take compliance action against RTOs that do not meet these requirements. This may include issuing a warning, suspending or cancelling their registration, or imposing financial penalties.

ASQA takes compliance with marketing requirements seriously, and providers who don’t meet these standards can face sanctions, including fines or even the cancellation of their registration. So it’s important to ensure that your marketing practices are up to scratch.

How student welfare and support in Australia are governed by a set of regulations.

Student welfare and support is an important part of any education system, and Australia is no exception. Australia has a number of regulations in place to ensure that student welfare and support are maintained at a high standard. These regulations are outlined in a number of Acts and standards, such as:

Standards for Registered Training Organisations (RTOs) 2015

The Standards for RTOs are an important part of the Australian education system, and play a vital role in protecting the welfare of students. They ensure that all students have access to a high-quality education that meets their individual needs, and help RTOs to improve their practices and provide a better experience for students.

The Standards for RTOs are designed to ensure that all students have access to a high-quality education that meets their individual needs. They cover a range of topics, including student welfare and support, learner engagement, and assessment and recognition.

One of the key aims of the Standards for RTOs is to protect students from exploitation or abuse. This includes ensuring that all RTOs have adequate processes in place to identify and respond to potential welfare concerns.

The Standards for RTOs are also designed to help RTOs improve their practices and provide a better experience for students. They promote best practice in areas such as learner engagement and assessment, and provide guidance on how to meet the needs of diverse student populations.

The regulator is responsible for ensuring that all RTOs comply with the Standards for RTOs, and can take enforcement action if they do not comply. This includes issuing infringement notices and civil penalties, suspending or cancelling RTO registration, and taking court action.

The regulator also works with state and territory training authorities to ensure that the standards are implemented effectively at a state and local level. This includes providing guidance and support to RTOs, auditing their practices, and taking enforcement action where necessary.

The Education Services for Overseas Students Act 2000 (ESOS Act)

The Education Services for Overseas Students Act 2000 (ESOS Act), which sets out the requirements for registered education providers and their international students.

The ESOS Act covers a range of areas, including:

the provision of information to students about their rights and responsibilities;

the management and regulation of registered education providers; and- the requirements for student welfare and support.

This act sets out a number of regulations that registered education providers must comply with, in order to ensure that student welfare and support are maintained at a high standard. These regulations include the provision of information to students about their rights and responsibilities, the management and regulation of registered education providers, and the requirements for student welfare and support. One of the key aims of the ESOS Act is to ensure that all students have access to quality welfare and support services. This includes ensuring that registered education providers have policies and procedures in place to protect students from exploitation and abuse. The ESOS Act also requires registered education providers to provide a range of welfare and support services to their students, including accommodation, academic advice and counselling, English language tuition, financial advice and assistance, and health care.

This includes ensuring that registered education providers have policies and procedures in place to protect students from exploitation and abuse.

The ESOS Act also requires registered education providers to provide a range of welfare and support services to their students, including:

  • accommodation;
  • academic advice and counselling;
  • English language tuition;
  • financial advice and assistance; and
  • health care.

Registered education providers must comply with all the provisions of the ESOS Act, or they may face financial penalties or even lose their registration.

There are also a range of other regulations and governing bodies that contribute to the overall governance of student welfare and support in Australia. These include:

  • The Australian Qualifications Framework (AQF)
  • The Disability Discrimination Act 1992 (Cth)
  • The Schools Assistance Act 2008 (Cth)
  • The Child Protection (Working with Children) Act.

Each of these regulations and governing bodies has a specific role in ensuring the welfare and support of students is upheld. The National Code, for example, sets out the minimum standards for education providers who wish to enrol international students. The Quality Standards require registered training organisations to have systems in place to protect the welfare of their students. And the Disability Discrimination Act 1992 (Cth) prohibits discrimination on the basis of disability in areas such as education and employment. This ensures that students with disabilities are able to access the same level of support and opportunity as other students.

The various regulations and governing bodies work together to create a coordinated and effective system for the welfare and support of students in Australia. This system ensures that all students, regardless of their location or background, have access to the same level of support and opportunity.

So if you’re a training organisation in Australia, make sure you familiarise yourself with your obligations and requirements. There are a number of legislation applicable in Australia when it comes to student welfare and support, and it’s there to ensure that students are protected and looked after.

What to look for when choosing a student management system for a training institution

What is a Student Management System (SMS)?

The student management system is basically a software to create, manage and track student related data and activities and report the required information to regulatory bodies. SMSs is the short form of student management systems. SMSs are now developed to handle practically every facet of a training organisation. Students information systems, student management systems, school management systems, and RTO software are all names for the same software program that solves the same problem: simplifying the time-consuming day-to-day processes of training in order to free up time for more important activities such as growing the business. In Australia, because training is so involved, having an SMS is a legal requirement for all RTOs (registered training organisations) to comply with.

What to look for in the student management system?

There are many different student management systems available on the market, so it is important to do your research before making a decision. Talk to other training organisations to get their recommendations, and read reviews online to see what others have said about different systems. Once you have narrowed down your choices, demo the systems to see which one is the best fit for your organisation.

There are many different options available, so it’s important to do your research and compare different systems before making a decision. When looking for a student management system for a training organisation, there are a few key factors to consider. Some of them are mentioned below:

The features offered by the system.

What functions do you need the system to perform? For example, do you need a system that tracks course attendance or grades? Make a list of the features you require and then find systems that offer those features. Make sure the system has all the features you need, such as registration, online enrolment, reporting capabilities, payment processing, managing course schedules, and course management.

The ease of use.

The system should be easy to navigate so that your staff can quickly find the information they need. It should also be easy to use for students, so they can easily register for courses and make payments.

The cost of the system.

How much money can you afford to spend on a student management system? Systems vary in price, so be sure to compare several options before making a decision. Make sure it fits within your budget and that there are no hidden costs. Also, check whether the vendor offers support and updates after purchase.

Make sure the system is compliant with government regulations.

The completion of yearly AVETMISS reporting by RTOs is required for continued compliance with regulatory bodies, as it demonstrates the consistency and accuracy of their data. The RTOs must also send out regular Learner Engagement surveys to their students in order to identify areas where they may improve the quality of their training. SMS should have a survey tool that allows you to design and send surveys to your learners, as well as create goals and tasks from the feedback—concrete steps for the improvement of your training organisation—in order to comply with ASQA’s quality indicator requirements.

Test the system before you buy it.

This will help ensure that it meets your needs and expectations.

Some of the other factors you should consider include:

  • The level of support and training offered by each system – the system vendor should provide prompt and reliable support in case of any issues.
  • The size and complexity of your organisation
  • Compatibility – the system should be compatible with your existing software and hardware.

When choosing a student management system for a training organisation, these are the key factors to consider. By considering these factors, you can find a system that meets your organisation’s needs and budget.