Message from the CEO (12 August 2022)

Message from the CEO

This issue of the VET Sector is especially significant for us as our mother company Career Calling is celebrating 13 years in business. As a result, our newsletter contains some really awesome articles.

The VET Sector is a newsletter and magazine devoted to the training sector, providing information, resources, and articles for everyone involved in Registered Training Organisations (RTOs). Among the topics we cover are compliance, resources, and best practices for RTOs. There is a lot of information here that can help RTOs improve their operations and serve their students more effectively.

In this edition of The VET Sector, we cover articles related to compliance and resources. These articles cover everything from trainers and marketing to operations, governance, administration, and compliance.

What do you think? How can we improve The VET Sector? Please share your thoughts and comments?


Sukh Sandhu


13th Anniversary of Career Calling

Happy Anniversary to us! At Career Calling, we are celebrating 13 years of providing compliance services and resources to training organisations across the country.

At Career Calling we have assisted over a thousand training providers to meet compliance and regulatory requirements from setting up their RTO’s, to assisting with non-compliances, sitting in audits and providing them with audit-ready resources.

As a thank you for your support, we offering all our customers a MASSIVE 70% off all our developed training and assessment resources.

So if you’re a training or education provider, now is the time to take advantage of our offer and get compliant training and assessment resources.

*Please note pre-order products are not included in the sale.

The intelligence of different types

Intelligence is a complex topic, and there is much debate surrounding what it actually is and how it can be measured. However, psychologists generally agree that there are four main types of intelligence: the Intelligence Quotient (IQ), the Emotional Quotient (EQ), the Social Quotient (SQ), and the Adversity Quotient (AQ).

Each of these types of intelligence has its own unique benefits and can be helpful in different ways. For example, someone with a high IQ may be good at problem-solving and critical thinking, while someone with a high EQ might be better at managing emotions and empathising with others.

Knowing more about the different types of intelligence can help you understand your own strengths and weaknesses, as well as how you can best support others. It can also be helpful in choosing a career or educational path that suits your individual strengths.

Intelligence Quotient (IQ)

The Intelligence Quotient (IQ) is a measure of a person’s intellectual abilities and potential. It is often used as a predictor of academic success and job performance. You can measure your comprehension level by your Intelligence Quotient (IQ). In order to solve math problems, memorise things, and recall lessons, you need IQ.

The Emotional Quotient (EQ)

The Emotional Quotient (EQ) is a measure of a person’s ability to identify and manage their own emotions, as well as the emotions of others. Those with a high EQ are often said to be more successful in personal relationships and in their careers. In addition to maintaining peace with others, keeping time, being responsible, being honest, respecting boundaries, being humble, genuine, and considerate, the Emotional Quotient (EQ) is a measure of your ability to keep a positive attitude toward others.

The Social Quotient (SQ)

The Social Quotient (SQ) is a measure of a person’s ability to interact effectively with others. Those with a high SQ are typically good at communication and networking and are often successful in fields such as sales and marketing.

A person’s Social Quotient (SQ) determines their ability to establish and maintain a network of friends over time. High EQ and SQ people tend to succeed in life more than those with a high IQ but low EQ and SQ. The majority of schools emphasise improving IQ levels while neglecting EQ and SQ. Despite having an average IQ, a man with a high IQ can be hired by a man with a high EQ and SQ. Character is represented by your EQ, while charisma is represented by your SQ. Efforts to improve your SQ and EQ will be most beneficial.

The Adversity Quotient (AQ)

The Adversity Quotient (AQ) is a measure of a person’s ability to cope with and overcome adversity. Those with a high AQ are often said to be more resilient and adaptable and are better able to bounce back from setbacks. It is a measure of your mental toughness and ability to recover from adversity without losing yourself. When troubles arise, AQ determines who will give up, who will abandon their families, and who will contemplate suicide.

Focus on these quotients as a parent

Exposing children to a variety of experiences can help them develop their IQ, EQ, SQ, and AQ. Parents should encourage their children to try new things, meet new people, and face challenges. By doing so, children can learn to think critically, manage their emotions, navigate social situations, and overcome obstacles. These skills will help them throughout their lives. So, parents should not only focus on their children’s academics, but also on developing their IQ, EQ, SQ, and AQ. By doing so, they will be preparing their children for success in all areas of life.

A well-rounded education will not only make them smarter individuals but better people as well. They will know how to empathize with others, how to communicate, how to work well under pressure, and how to handle difficult situations. All of these skills are essential in the real world.

So don’t forget to encourage your children to explore all aspects of life – not just academics!

Developing all four quotients in your students is important

As a training organisation, it is important to focus on the development of all four quotients in your students. Each one plays an important role in success both inside and outside the classroom.

The intelligence quotient (IQ) measures a person’s cognitive abilities and potential, providing a score that indicates how well they are likely to do in school and in other intellectual pursuits. Emotional quotient (EQ) is a measure of a person’s ability to perceive, understand, and manage emotions. It is important for success in both personal and professional relationships. Social quotient (SQ) measures a person’s ability to interact with others and is important for success in both personal and professional settings. Adversity quotient (AQ) is a measure of a person’s ability to persevere in the face of adversity and is an important predictor of success in life.

While all four of these quotients are important, the EQ, SQ, and AQ are often seen as being more important than IQ for success in life. This is because they measure abilities that are more important for success in the real world than IQ.

So, as a training organisation, it is important to focus on the development of all four quotients in your students. Each one plays an important role in success both inside and outside the classroom.

While a high IQ is certainly helpful in life, it is not the be-all and end-all. EQ, SQ, and AQ are just as important, if not more so. So make sure to focus on developing all four quotients in your students!

In vocational education and training, what is assessment?

  • In the VET sector, assessment refers to the process of collecting evidence for making judgments about an individual’s competence or ability to perform a task or role against a standard expected in the workplace.
  • This usually involves collecting evidence of performance and making comparisons to pre-determined standards.
  • The purpose of assessment in the VET sector is to provide a way for students to demonstrate their skills and knowledge in relation to specific competencies.
  • This allows students to show that they have the ability to perform tasks and meet standards required for particular occupations or roles.

The assessments are also used for:

  • Determining how far along one is in the process of becoming competent.
  • Meeting licensing and/or regulatory requirements and guidelines.

The assessments are also used for:

  • Potential strengths and development areas
  • Suitability for a particular role or task
  • LLN needs
  • Training gaps
  • Recognise current existing competency of candidates 
  • Measure work performance 
  • Meet organisational requirements for work

As part of vocational education and training, assessment is the process of gathering evidence to make judgements about whether a learner has displayed the required skills, knowledge and attitudes to meet the standards for a particular qualification or training product. This evidence can come in many forms, including observation, tasks or projects completed, tests or written examinations. Once gathered, it is used to make a judgement about whether the learner has met the standards required. If they have, they will be awarded the training product. If not, they may be given feedback and guidance on how to improve.

Assessment is an important part of vocational education and training as it ensures that learners are receiving a quality education and that they are able to demonstrate the skills and knowledge required for their chosen field. The assessment provides a way for trainers/assessors to measure a learner’s progress and identify areas where they need more support. It can also be used to help learners understand their own strengths and weaknesses, and set goals for their future learning.

There are two main types of assessment: formative and summative.

Formative assessment is ongoing and happens throughout a course, while summative assessment usually takes place at the end of a course. Both types of assessment are important in vocational education and training. Formative assessment is used to help learners understand what they need to do to improve. It gives them feedback on their progress and allows them to make changes to their learning. Formative assessments are often given in small chunks as part of regular classwork.

The principles of formative assessment

  • Assessment should be closely linked to learning objectives.
  • Assessment tasks should be designed to allow learners to demonstrate their full range of knowledge, skills and abilities.
  • Assessment tasks should be realistic and authentic, where possible.
  • Feedback on performance should be timely, specific and constructive.
  • Learners should be given opportunities to reflect on their own learning and assess their progress against agreed goals.
  • Assessments should provide opportunities for collaboration and cooperation between learners.
  • The use of technology can enhance the effectiveness of formative assessment by providing real-time feedback and enabling collaboration between learners in different locations.
  • Assessments should be designed to promote lifelong learning skills such as self-awareness, problem-solving and reflection.
  • The purpose and process of assessment should be made explicit to learners.
  • Assessment practices should be regularly reviewed and revised in light of changing needs and developments in educational research.

Summative assessment is used to judge whether a learner has met the standards for a particular qualification. Summative assessments are usually more comprehensive than formative assessments, and they often include multiple assessments or tests over time.

The principles of summative assessment

  • The summative assessment should focus on the individual’s needs and requirements and align with the learning outcomes.
  • Summative assessment should be used to make decisions about learners’ competency.
  • Summative assessment should meet principles of assessment and rules of evidence.
  • Summative assessment should involve all stakeholders.
  • Summative assessment should use a variety of assessment methods to gather evidence.
  • Summative assessment should focus on the product rather than the process.
  • Summative assessment should be conducted over a time period.
  • Summative assessment should be transparent and understandable. The product should be a stand-alone product with all instructions included.
  • Summative assessment should cover and assess students on all aspects of the training product.
  • Summative assessment should be used to promote lifelong learning.

Both formative and summative assessments have their place in VET. Each has different purposes and uses different methods to gather evidence. By understanding the principles of each type of assessment, VET practitioners can choose the most appropriate assessment methods to meet the needs of their students, employers and the wider community.

As discussed both formative and summative assessments are important in vocational education and training. They both provide valuable information that can be used to improve the quality of education and training.

Both formative and summative assessment have their own advantages and disadvantages. Formative assessment is often seen as more beneficial to the student, as it can provide ongoing feedback and allow for modifications to the learning plan.

However, summative assessment can be more accurate in measuring achievement and may be necessary for making decisions about progression or certification. Ultimately, the decision of which type of assessment to use will depend on the specific needs of the learner and the goals of the vocational education and training program.

Competency-based assessments (CBA) and competency-based training (CBT): purpose and benefits

After the Australian tripartite mission in 1987 (ACTU/TDC 1987) and the publication of Industry training in Australia: The need for change (Dawkins 1989a) and Improving Australia’s training system, many people believe that this is when CBT was first implemented (Dawkins 1989b). Despite this, CBT can be traced back to more traditional approaches, such as the CBT-based Instructional Systems Model, which is implemented in Victoria as well as in other states and territories.

For more information, please refer to the following links:

Competency and competency-based training: what the literature says

Vocational education and training (VET) providers have long used competency-based assessment (CBA) to support students in achieving desired outcomes. Assessment in Vocational Education and Training, also known as VET, is based on national benchmarks, which are referred to as competency standards, for the occupation or industry in which a person is receiving training. According to the standards of the industry and regulatory body, an outcome of “Competent” in a VET assessment indicates that the candidate has demonstrated specific skills and knowledge required to perform a task or job to a certain industry-expected standard. The student’s ability to perform practical tasks and describe or explain how and why tasks are completed in particular ways is given a lot of weight in the evaluation process under competency-based assessment (CBA).

Why is the competency-based assessment used in the VET sector?

There are several reasons why competency-based assessment is used in the VET sector.

Firstly, it provides a more direct link between what is being taught and the real-world skills that students will need in their future careers.

Secondly, it allows for a more individualised approach to learning, as students can progress at their own pace and focus on the areas that they need to work on the most.

Finally, it gives students a greater sense of ownership over their learning, as they are directly involved in assessing their own progress.

What are the features of competency-based assessment?

There are several key features of competency-based assessment, which include:

  1. A focus on observable behaviours – in other words, what a candidate can do, rather than what they say they can do;
  2. An emphasis on performance – assessing how well a candidate performs against a set of defined criteria, rather than simply whether or not they have completed a task;
  3. A focus on specific skills and knowledge – assessing whether a candidate has the required skills and knowledge for a particular role or task;
  4. An objective approach – using independent observers to assess a candidate’s performance, rather than relying on the opinion of a single individual;

How can I prepare for a competency-based assessment?

If you are scheduled to take a competency-based assessment, there are some steps you can take to help ensure that you are prepared.

First, familiarise yourself with the format of the assessment and the type of questions that will be asked.

Second, make sure you have a clear understanding of the skills and knowledge that will be assessed.

Finally, practice taking similar assessments under similar conditions to help reduce stress and anxiety on assessment day.

There are many benefits of using CBA in VET, including that it:

  • Is aligned with workplace requirements and so provides students with relevant and practical skills that they can use in their future careers
  • Assesses students against agreed standards, ensuring fairness and consistency in the assessment process
  • Can be tailored to the needs of individual students, providing a flexible and responsive approach to assessment
  • Provides clear feedback to students on their progress and areas for improvement
  • Encourages students to take responsibility for their own learning and development.
  • Provides more accurate and precise information about students’ abilities and achievements, which can help to improve teaching and learning.
  • Motivate students to learn more effectively, as they can see the direct link between their efforts and their results.
  • Help employers to identify the most competent candidates for jobs and thus promote social mobility.
  • Contribute to developing a more qualified workforce, as individuals who have been assessed against well-defined standards are likely to be more competent than those who have not.

CBA is an important tool in VET as it helps to ensure that students are receiving quality training that meets industry standards.

Competency-based assessment can help individuals to progress in their careers, as they can demonstrate their abilities and achievements to potential employers. It can also help to identify training and development needs so that individuals can receive the support they need to improve their skills.

The competency-based assessments (CBA) are based on Competency-based training (CBT).

Competency-based training, also known as CBT, is a method of instruction that places the emphasis on the learner’s capacity to receive, respond to, and process information to attain the desired level of competency. Rather than focusing on a learner’s accomplishment in comparison to that of others, it emphasises the acquisition of skills and the demonstration of those skills to meet standards that have been established by the industry.

Learner progression in a training program based on competencies is not tied to the passage of time. When learners reach the required level of competency, they are allowed to progress to the next level. Learners have the ability to complete the training in their own time and at their own rate when they do it this way.

Training that is based on competencies places an emphasis on learning to solve problems, managing oneself, and growing through experience. It is a process that encourages interaction between the learner, the trainer, and the sector of the economy in which the learner will eventually find employment.

Learners of all ages and skill levels can benefit from the versatility and adaptability of an approach to education known as competency-based training (CBT). Those individuals who may have difficulty learning in a conventional, time-based setting would benefit tremendously from using this method.

As discussed, CBT is a type of training that focuses on teaching people the specific skills and knowledge they need to perform a particular job. CBT is often used in vocational education and training, as it can be adapted to different occupations and levels of experience.

CBT can be delivered in various ways, including classroom-based instruction, online courses, and on-the-job training.

CBT typically includes both theoretical and practical components so that students can learn both the concepts and the skills they need to apply them in the workplace.

While CBT is often used to prepare people for specific jobs, it can also be used to develop general skills and knowledge. For example, CBT can be used to train people in customer service, teamwork, or leadership.

CBT is a flexible and adaptable approach to training, which makes it ideal for vocational education and training. It can be tailored to the specific needs of each individual and can be delivered in various ways.

The competency-based assessments (CBA) can provide a basis for awarding training products, which can lead to greater opportunities for employment and career progression.

It can be concluded that competency-based assessment and competency-based training have several advantages in vocational education and training, thus making them an important tool for improving teaching and learning as well as promoting social mobility and economic growth.

CAQA Resources’ process for developing assessment and learner resources

Our resource development process starts with engaging the highly qualified and experienced instructional designers to write all our training and assessment materials.

  • We work with some of the most talented instructional designers in the industry. All our resources are developed by highly qualified and experienced instructional designers in consultation with subject matter experts. This allows us to maintain a high level of quality control and ensures that all resources are up-to-date with the latest curriculum changes.

We take pre-validation of all training and assessment resources quite seriously!

  • Our compliance specialists, who have more than 20 years of expertise validating assessment and learner materials, perform preliminary validation on the training and assessment resources before they are made available to our clients.
  • Then, each resource is formatted and templated according to our latest style guide.
  • After the resources have been formatted and templated, there is a last check for quality and compliance that is performed by our compliance experts.
  • The materials are then uploaded to our website, registered in our copyright register, and provided to our clients.

The purpose of due-diligence audits

Due diligence is an important process to learn about when considering becoming a buyer for a registered training organisation (RTO). It is essential, before investing in a registered training organisation, that you have a solid understanding of the function that due-diligence audits serve.

These audits can be carried out by experienced RTO consultants in order to evaluate the organisation’s compliance with all applicable regulatory and legislative requirements, as well as the quality of the training that is being provided by the organisation, record keeping, and so on.

The findings of the audit are analysed to determine whether or not the organisation meets the criteria necessary to provide high-quality training. If the audit finds that the organisation is not meeting the required standards, the organisation will have the opportunity to correct the compliance issues in order to meet regulatory standards and guidelines.

The process of due diligence is very important because, if a regulatory body discovers that an organisation is not complying with their requirements, the regulatory body has the authority to take action against the organisation, which may include suspending or cancelling its registration.

Audits of due diligence are an essential component in achieving the goals of ensuring that the organisation you are planning to purchase is a compliant registered training organisation and gaining an understanding of the steps required to become one.

If you are able to gain an understanding of the goals of these audits, you will be able to select a training provider in which to invest your time, energy, and resources with the confidence that you are making an educated and informed choice.

Before diving into the specifics of a due diligence audit, it is essential to have a solid foundational knowledge of the various audit procedures that can be carried out on an RTO. Only then will you be able to fully comprehend what goes into this particular type of audit. The following are the two primary categories of audits:

  1. Financial audits
  2. Compliance audits

Audits of financial records are carried out with the purpose of determining an RTO’s overall financial health and stability.

On the other hand, compliance audits are centred on determining whether or not an RTO is in accordance with the Standards and the requirements set forth by legislation.

Audits of compliance with due diligence requirements are one type of audit. Independent auditors and consultants are the ones who carry them out. An RTO’s compliance with the Standards and its ability to continue business in a financially sustainable manner are two of the primary foci of a due diligence audit, both of which are intended to serve as assurances that the audit was carried out properly.

During a due diligence audit, the auditors will look at a variety of factors, including the following:

  • The extent to which the RTO complies with the Standards
  • The financial viability of the RTO
  • The RTO’s various marketing activities and endeavours.
  • The procedures for training and assessing students at the RTO
  • Management and governance structures that are in place for the RTO.

If there is reason to believe that an RTO is not adhering to the standards, the regulatory bodies have the authority to carry out investigations and carry out audits on the RTO in question. Therefore, if you are considering buying a registered training organisation (RTO), you need to understand the following:

  • any non-compliance on the part of an RTO’s historical records and data could become a source of stress for you.
  • there may be training and assessment resources available to organisations but they may not be compliant with the regulations
  • there may not be sufficient facilities, equipment, and resources for conducting compliant training and assessments
  • Training organisations may not have compliant trainer files and records

You will benefit from a due-diligence audit because:

  • You can gain a better understanding of the efficiency with which training programmes are being run by conducting a due-diligence audit.
  • You can also gain a better understanding of stakeholders’ needs analysis by conducting a due-diligence audit.
  • An RTO can receive helpful feedback about their level of compliance with the applicable standards through a due-diligence audit.
  • You will have a great opportunity to understand the standards and requirements necessary to operate in the training and education industry if you participate in a due-diligence audit.

When an RTO is registered, it indicates that the organisation has satisfied the prerequisites necessary to begin conducting education and training business. On the other hand, this does not necessarily imply that the RTO will always be in compliance with the applicable standards and regulations. Audits of an RTO’s compliance with applicable regulations and the quality of the training it offers are absolutely necessary in order to fulfil the requirements of due diligence.

Does your registered training organisation need an audit by CAQA auditors? Feel free to reach out to us if this is the case.


Principles of assessment

An easy way to learn them:

“Life isn’t fair, so you have to be flexible”
“What’s the point of being valid if you’re not reliable?”

What are the principles of assessment?


During the RTO Assessment process, the Fairness principle considers the individual learner’s needs.

What steps do RTOs take to ensure that the assessment process is fair?

The learning needs of individual learners are the responsibility of the RTO, and this can be done by incorporating ‘reasonable adjustments’.

The term ‘reasonable adjustments must be understood to mean adjustments that do not compromise the integrity of the training/assessment or cause undue hardship to the RTO.

The concept of “reasonable adjustments” basically means that RTOs should be able to offer the same training and education opportunities to learners with disabilities or special needs as those without.

Additionally, the RTO must ensure that the learner understands the assessment process and has the right to challenge the assessment outcomes.

This should be documented in the RTO Assessment tool as evidence that the learner has been told about the process and understands it.

A reassessment can be conducted if needed according to the principles of fairness.

As a result of this principle, learners will be able to access training and will not be disadvantaged in the process if they require additional support. Creating a level playing field, ensures fairness.


During the RTO Assessment process, the flexibility principle considers the individual learner’s needs.

What steps do RTOs take to ensure that the assessment process is flexible?

When RTO Assessment is conducted, the Flexibility principle, like the Fairness principle, considers the various needs of learners.

It ensures that assessments are responsive to the needs of individual students and their particular learning styles and preferences.

There are a number of ways that RTOs can demonstrate flexibility in their assessment processes. Some examples include:

Allowing students to submit photos, audio recordings, or videos as evidence

Using drawing boards, visual aids, or sound recordings during the assessment process

Providing opportunities for students to interact with various mediums during the assessment process

Flexibility in assessment ensures that all students have an equal opportunity to demonstrate their knowledge and skills, regardless of their learning style or preference. This ultimately leads to more accurate and reliable assessment outcomes.


Training providers justify assessment decisions based on evidence of student performance.

What steps do RTOs take to ensure that the assessment process is valid?

This means that the assessments used must be able to accurately measure the skills and knowledge required for the particular job or task.

Demonstrating the principle of validity in the assessment process is essential to ensuring that assessments are fit for purpose and produce reliable results.

Qualified students are only awarded qualifications or recognised as competent for a particular job or task if they meet the required standards.

Based on performance evidence, the Validity principle ensures that RTO Assessment decisions are valid. In essence, it means that the assessment process does what it claims, that is, assesses each learner’s competency. This process must meet the following requirements in order to be valid:

Competent performance requires a broad range of skills and knowledge that are assessed

The assessment of knowledge and skills is integrated with the application of those skills

As a result of the assessment, the learner can demonstrate skills and knowledge when needed

A competency can be determined by aligning the learner’s performance with a unit or units of competency and the requirements for assessment

Your RTO Assessment tool must be able to confirm the repeatability of performance and address all requirements of each unit. In order for an assessment to be valid, it cannot omit anything from the unit or require anything beyond what is required.

The training and assessment process in the VET sector is underpinned by the principle of validity. There are a number of ways in which this principle can be demonstrated in the assessment process:

1. The content of the assessment must be relevant to the skills and knowledge required for the job or task.
2. The assessment tasks must be designed to allow candidates to demonstrate their skills and knowledge in a way that is meaningful and useful.
3. The assessor must have the necessary expertise and experience to properly understand and interpret the candidate’s performance on the assessment tasks.
4. The assessment process must be conducted in a fair and unbiased manner.
5. The results of the assessment must be accurately reported and used appropriately to make decisions about the candidate’s skills, knowledge and suitability for the job or task.


RTO Assessments must be consistent, meaning that all assessors should reach the same conclusion regarding the learner’s competency given the same conditions for the same unit of competency.

What steps do RTOs take to ensure that the assessment process is Reliable?

One way to ensure reliability in the assessment process is to provide assessors with written questions and answers for each assessment task.

This allows assessors to familiarise themselves with the content of the task, and to identify any areas where they may need further clarification.

Additionally, providing space for assessors to make comments on each criterion helps to ensure that all aspects of the learner’s performance are taken into account.

Another way to maintain reliability in the assessment process is to conduct regular training sessions for assessors.

This allows assessors to keep up to date with changes to the assessment process, and to share best practices with other assessors.

It is important for evidence presented for assessment to be consistently interpreted, and for assessment results to be comparable regardless of who is assessing the evidence.

Furthermore, conducting regular audits of the assessment process can help to identify any areas where improvements can be made.

You should be confident about your RTO Assessment tool’s Fairness, Flexibility, Validity and Reliability. These assessment principles must be considered by your RTO when developing or purchasing resources for your RTO.

Rules of evidence

An easy way to learn them:

“I need something valid
like a current driver’s license
sufficient money for rent and
an authentic friend”

In the Rules of Evidence, important considerations around assessment evidence collection are highlighted in relation to the Principles of Assessment.


The assessor must be assured that the student has the skills, knowledge, and attributes as described in the unit of competency and associated assessment requirement.

In order for the validity rule to apply, the assessor must have confidence that the learner has the skills, knowledge, and attributes required within the module or unit of competency and assessment. This basically means that the assessment process assesses the competence of the learner, as it claims.

What do RTOs do to ensure the validity of their assessments?

For competent performance, assessments cover a wide range of skills and knowledge:

The assessment of knowledge and skills is integrated with the application of those skills

Upon completion of the assessment, the learner is able to demonstrate their skills and knowledge as needed

A competency can be determined by aligning the learner’s performance with a unit or units of competency and the requirements for assessment

You must ensure that your RTO Assessment tool meets the requirements of each unit and that it can confirm the repeatability of performance as well. Assessments must not omit anything from the unit, nor should they expect anything beyond what the unit requires


The assessment must be assured that the quality, quantity, and relevance of the assessment evidence enable a judgement to be made of a student’s competency.

Under the Sufficiency rule, assessors must be confident in the quality, quantity and relevance of the assessment evidence before making a judgement.

This means that units or modules may specify a minimum number of times a task must be completed before learning is considered sufficient.

For example, an engineer may need to complete four welding tasks to demonstrate sufficiency, while a hairdresser may need to complete eight haircuts. The standards for determining sufficiency are usually established by RTOs in line with industry requirements.

There are various ways that assessors can gather evidence to satisfy the Sufficiency rule. This may include observing learners in action at their workplace, viewing videos of role plays at simulated workplaces, and using a checklist to ensure all required skills are being demonstrated.

Satisfying the Sufficiency rule is essential for making accurate and reliable judgements about a learner’s achievement. This, in turn, ensures that learners receive the appropriate training and assessment to meet industry standards.

Quality, Quantity and Relevance

Quality refers to the extent to which a program meets the needs of its participants. It is important to ensure that training and assessment programs are of high quality so that participants can gain the skills and knowledge they need to be successful in their chosen field.

Quantity refers to the amount of training and assessment that is required in order for participants to gain the desired skills and knowledge. It is important to ensure that there is enough training and assessment so that participants can gain a thorough understanding of the material covered.

Relevance refers to the extent to which a program is applicable to the real world. It is important to ensure that training and assessment programs are relevant so that participants can apply what they have learned in a practical setting.

Training and assessment programs that focus on quality, quantity and relevance will be more effective than those that do not. Therefore, it is important to ensure that these three factors are taken into account when designing training and assessment programs in the VET sector.


The assessor must be assured that the evidence presented for assessment is the student’s own work.

The evidence presented in vocational education and training (VET) assessments must be authentic in order for the rule of evidence to be applied correctly.

This can be challenging to ensure in a distance learning environment, but there are a few strategies that can help.

These include asking students to agree not to share logins and passwords, requesting IDs online prior to assessment, signing declarations that all evidence submitted is their own work, or using live-webcam proctoring during assessments.

By following these steps, assessors can be confident that the evidence presented is indeed from the learner and meets the Authenticity rule.

The evidence presented in vocational education and training (VET) assessments must be authentic in order for the rule of evidence to be applied correctly.

This can be challenging to ensure in a distance learning environment, but there are a few strategies that can help.

These include:

  • checking for plagiarism
  • asking students to agree not to share logins and passwords,
  • requesting IDs online prior to assessment,
  • signing declarations that all evidence submitted is their own work, or
  • using live-webcam proctoring during assessments.

By following these steps, assessors can be confident that the evidence presented is indeed from the learner and meets the Authenticity rule.


Currency refers to how up-to-date the evidence used in an assessment is. The reason this is so important is as vocational training is always changing and evolving. What was once considered best practice may no longer be relevant a few years down the line. This means that any assessments carried out need to use evidence that is current and relevant.

An assessor must be confident that the evidence presented in an assessment demonstrates current competency in order to apply the Currency rule. Students must present evidence from the recent past or the present.

How recent is the “very recent past”? Each industry will have its own definition of what is considered current, and in some cases, individual units will provide guidance. Most evidence gathered more than two years ago cannot be considered current; however, in some cases, it may be accepted. In determining what evidence is considered current, RTOs should refer to industry standards.

Validity of traditional assessment methods

There is a great deal of debate surrounding the validity of assessment methods in vocational education and training (VET). Some believe that traditional methods, such as open book and closed book examinations and long answer, essay-type questions, are no longer fit for purpose in the modern VET sector. Others argue that these methods are still the best way to assess students’ knowledge and skills.

So, what is the truth? Are traditional assessment methods valid in today’s VET sector?

The answer is not simple. It depends on a number of factors, such as the type of assessment being used, the context in which it is being used, and the specific goals of the VET program.

However, there is evidence to suggest that traditional assessment methods can still be valid and useful in VET. For example, examinations can test students’ knowledge of a subject matter. And essay-type long answer questions can assess students’ ability to communicate and argue a point.

At the same time, it is important to remember that no assessment method is perfect. Each has its own strengths and weaknesses. Therefore, it is important to use a range of assessment methods in order to get a complete picture of a student’s abilities.

There is a range of different methods that can be used to assess students in the VET sector. These can include written examinations, practical demonstrations, interviews, or work samples. The appropriate assessment approach will depend on the specific situation and context. However, there are some general principles that should be followed, such as ensuring that the assessment is fair, valid, flexible and reliable.

It is important to ensure that the assessment method chosen is valid for the purpose it is being used for. This means that it must accurately measure the desired outcome. For example, if a written examination is being used to assess students’ knowledge of a particular subject, then the test must be designed in a way that accurately assesses this knowledge. If an interview is being used to assess a student’s ability to communicate effectively, then the questions must be relevant and focused on this particular skill.

The chosen assessment method must also be fair. This means that all students should have an equal opportunity to demonstrate their knowledge or skills. The assessment should not be biased in any way. For example, if a written examination is being used, then the test should not be too difficult or too easy. All students should have a reasonable chance of passing the test if they have studied hard and prepared properly.

It is also important to ensure that the assessment is flexible. This means that it can be adapted to meet the needs of individual students. For example, if a student has a learning disability, then special arrangements can be made to ensure that they are not disadvantaged by the assessment.

Finally, the assessment must be reliable. This means that it produces consistent results. For example, if a student gets a high score on a written examination, then they should get a high score every time they take the test. This is important because it ensures that the assessment is an accurate measure of student’s knowledge or skills.

When choosing an assessment method, it is important to consider all of these factors. The most appropriate method will depend on the specific situation and context. However, following these general principles will help to ensure that the assessment is fair, valid, flexible and reliable.

In conclusion, the validity of assessment methods in VET depends on a number of factors. However, traditional methods such as examinations and essays can still be valid and useful tools for assessing students’ knowledge and skills.

Pandemic-related drop in enrolments and delays in student visa approvals causing chaos for RTOs

The pandemic has caused a sharp drop in enrolments at many Registered Training Organisations (RTOs), with some seeing a decline of up to 80%. This is due to a combination of factors, including the closure of international borders and the processing, postponement or cancellation of many overseas student visa applications.

Student visa approvals have also been delayed due to the pandemic, further compounding the problem. This has created a great deal of uncertainty for RTOs, which are already operating on tight margins.

The result is that RTOs are facing significant financial challenges, with some even having to close their doors. The Malka Group (TMG) is the recent training organisation that closed its door because of a drop in income and the substantial delays in processing student visa applications.

This has a knock-on effect on the Australian economy, as RTOs contribute millions of dollars each year.

The situation is particularly dire for those RTOs who rely heavily on international students, as they now face an uncertain future.

Many RTOs are now facing closure, as they cannot continue operating under these conditions. This is having a devastating impact on the Australian economy, as well as disrupting the lives of thousands of students.

The Australian government needs to urgently address this issue and provide support to RTOs to ensure they can continue operating. This includes providing financial assistance, fast-tracking student visa approvals, and increasing the number of places available for international students.

Without action, many RTOs will be forced to close their doors, causing immense hardship for both students and staff. The time to act is now.

The learner guide and presentations should not be the only source of answers for your students’

One of the biggest mistakes that students and some trainers/assessors can make is to think that the learner guide and presentations are the only sources of answers for summative assessments. This is not the case! The assessor should be looking for evidence that the student has actually understood the content and can apply it in a real-world context. Copying and pasting from the learner guide or presentations do not demonstrate this understanding and should likely lead to a not-yet-competent grade. So what should students do instead?

The best way to prepare for summative assessments is to make sure that the students have a thorough understanding of the content. This means going beyond just reading or listening to the material – students need to be able to explain it in their own words and apply it to real-world situations. A great way to test their understanding is to try and teach the content to someone else. If they can explain it clearly and answer any questions they have, then the trainers/assessors know they’re on the right track!

Another useful strategy is to create a mind map or summary of the key points for each topic. This will help students to remember the main points and will also give them something to refer back to if they get stuck during an assessment.

Finally, don’t forget that as an assessor you should be available to help – if they’re not sure about something, they should ask! You must be able to give them guidance and feedback that will help them improve their understanding.

If your students are only relying on the learner guide and presentations for their answers, they may also be at risk of plagiarism. Plagiarism is when someone copy-and-pastes text from another source without giving credit to the original author. This is considered cheating and can lead to serious consequences, like getting expelled from school.

To avoid plagiarism, make sure your students understand that they need to answer questions in their own words. They can use the learner guide and presentations as a resource, but they should not copy verbatim from these sources. Instead, they should paraphrase the information and cite any direct quotes.

If you’re not sure how to teach your students about plagiarism, there are many resources available online, such as this article from the Purdue Online Writing Lab

So, don’t rely on the learner guide and presentations as the only source of answers for summative assessments. Make sure your learners understand the content thoroughly and can apply it in a real-world context. If they do this, they’ll be well on their way to success!

Assessment tools to support observation using simulation

Simulation can provide a realistic environment in which to observe and assess student performance. A variety of assessment tools are available to support observation using simulation, including checklists, global rating scales, observation guides and structured debriefing. Each has its own strengths and weaknesses, and the choice of tool should be based on the specific learning objectives for the simulation session.

Checklists are often used to assess basic technical skills, such as handwashing or equipment setup. They are easy to use and can be completed quickly, making them ideal for high-volume simulated experiences such as mass casualty drills. However, checklists may not capture more complex aspects of student performance, such as decision-making or team communication.

Global rating scales are another common assessment tool for simulation. These scales allow observers to rate a learner’s overall performance on a specific task or scenario. They are often used in conjunction with checklists to provide a more comprehensive assessment of student performance. However, global rating scales can be subject to observer bias, and it can be difficult to compare ratings across different learners.

Observation guides should be used as a way to focus observations and should not be used as a means of recording every single detail of the simulation.

Structured debriefing is a process in which the learner and observer(s) reflect on the simulation experience together. This type of debriefing can be beneficial in helping the learner to identify areas of improvement and develop a plan for addressing them. However, structured debriefing can be time-consuming, and it may not be feasible to use this approach for large-scale simulations.

The information collected through an effective assessment tool can then be used to help inform instructional decision-making. Additionally, using simulation for assessment can help reduce bias in evaluations, as it allows all students to be assessed on an equal footing. Therefore, simulation should be considered as a possible assessment tool to support observation in order to improve student learning outcomes.

It is also important to note that assessment tools should not be used in isolation, but rather should be used in conjunction with other methods of assessment such as debriefing and post-simulation discussion. By using a variety of assessment methods, educators can more accurately identify areas of strengths and weaknesses for individual students.

The choice of assessment tool should be based on the specific learning objectives for the simulation session. Checklists, global rating scales, and structured debriefing are all valid options for assessing student performance in simulation. The most appropriate tool for a given simulation will depend on the nature of the task or scenario being simulated, the number of learners participating, and the time available for debriefing.

An overview of assessment evidence

Assessment evidence in the VET sector refers to the process and methods used by assessors to gather, generate and judge the quality of evidence for the purpose of making informed judgements about vocational competence.

It includes how assessors:

  • Design and select assessment instruments
  • Plan and conduct assessments
  • Interpret and use assessment results as evidence of a student’s claim of competence

There are different types of assessment evidence that can be used in the VET sector, including:

Direct evidence: This is generated when an assessor observes a candidate undertaking a task or activity, or when the candidate provides a first-hand account of their own performance.

Indirect evidence: This is generated from sources other than the candidate themselves, such as witness testimony, video or audio recordings, or documents produced by the candidate.

Anecdotal evidence: This is information that is not directly related to the candidate’s performance, but which may nonetheless be useful in making a judgement about their vocational competence. This could include information from references, employer feedback, or third-party observations

Direct Evidence

Training and assessment in the VET sector relies heavily on direct evidence.

This is because learners in the VET sector are typically engaged in practical, hands-on activities that allow assessors to directly observe their skills and knowledge in action.

Direct evidence can take many forms, but it typically includes:

  • Observations of learners carrying out tasks
  • Interviews with learners about their experiences and learning
  • Products or artefacts produced by learners as part of their learning (e.g., essays, drawings, models)

Assessment tasks specifically designed to test specific skills or knowledge areas.

Direct evidence is usually collected by assessors during the normal course of teaching and assessment activities.

However, it can also be collected through specialised assessment tasks or activities that are specifically designed to assess particular skills or knowledge areas.

One of the advantages of using direct evidence is that it provides a clear link between the evidence and the relevant skill or knowledge area. This can make it easier for assessors to make judgements about whether a learner has demonstrated the required level of proficiency.

Another advantage of direct evidence is that it can be very specific. This means that it can provide detailed information about what a learner knows and can do, which can be very useful for diagnosis and planning purposes.

However, there are some disadvantages of using direct evidence. One of these is that it can be time-consuming and expensive to collect, especially if specialised assessment tasks are required.

Another disadvantage is that direct evidence is often open to interpretation without proper benchmarking in assessor’s copy of the training and assessment resources. This means that there can be scope for assessors to make different judgements about the same piece of evidence, which can lead to inconsistency in assessment decisions.

Indirect Evidence

Indirect evidence is often used to supplement direct evidence in order to get a more holistic picture of the learner’s achievement.

Indirect evidence has its advantages and disadvantages.

Advantages of indirect evidence:

  • Can be used to assess a wide range of skills and knowledge
  • Can be less time-consuming and expensive to collect than direct evidence
  • Can be used to assess learners who are not able to physically perform a task

Disadvantages of indirect evidence:

  • May be less reliable than direct evidence
  • May be prone to bias
  • May not provide as much detail as direct evidence

Indirect evidence can be collected in a number of ways, including through

  • questionnaires,
  • tests, and
  • interviews.

Each method has its own advantages and disadvantages.



  • Can assess a wide range of skills and knowledge
  • Can be administered to a large number of people at once
  • Can be relatively quick and easy to administer


  • May be subject to response bias
  • May not provide as much detail as other methods such as interviews or observations



  • Can assess a wide range of skills and knowledge
  • Can provide more detail than other methods such as questionnaires or tests


  • May be time-consuming and expensive to administer
  • May be subject to bias
  • May not be able to assess a large number of people at once

The type of evidence used will depend on the particular assessment context and the purpose of the assessment.

For example, direct evidence may be more appropriate where a candidate’s practical skills are being assessed, while indirect evidence may be more suitable for assessing theoretical knowledge.

Anecdotal evidence

Anecdotal evidence is also known as “Supplementary evidence”

As the VET sector continues to grow and evolve, so too does the need for high-quality training and assessment. A key part of ensuring that training and assessment are of a high standard is the use of evidence-based practices.

One type of evidence that can be used to inform training and assessment practices is anecdotal evidence. Anecdotal evidence consists of stories or accounts of events that have been experienced by an individual or group. This type of evidence can be useful in providing insights into the effectiveness of different approaches to training and assessment.

However, it is important to note that anecdotal evidence should not be used as the sole basis for decision-making. Rather, it should be used in conjunction with other forms of evidence, such as research evidence, in order to make informed decisions about training and assessment practices.

It is important that assessors use a range of evidence sources to build up a comprehensive picture of the candidate’s competence.

This will help to ensure that the assessment is fair and accurate and that any judgement made about the candidate’s vocational competence is well-informed.

Identify contextualisation needs based on the candidate and, where relevant, the candidate’s workplace

Based on the assessment resources, you need to identify the contextualisation needs of the candidate. This may include:

  • The specific industry or sector in which the candidate works
  • The specific job role or roles that the candidate performs
  • The specific tasks that the candidate is required to perform in their job role(s)
  • The specific knowledge, skills and attributes that the candidate needs to possess in order to perform their job role(s) effectively
  • The specific workplace environment in which the candidate works
  • The specific organisational requirements of the organisation in which the candidate works.

Once you have identified the contextualisation needs for the candidate, you will need to determine how these needs can be met. This may involve:

  • Modifying the assessment resources to make them more relevant to the candidate’s specific industry, sector, job role(s), tasks, knowledge, skills and attributes
  • providing additional resources to the candidate that are specifically related to their industry, sector, job role(s), tasks, knowledge, skills and attributes
  • ensuring that the assessor is familiar with the candidate’s specific industry, sector, job role(s), tasks, knowledge, skills and attributes.

It is important to ensure that the contextualisation needs of the candidate are met as this will enable the candidate to demonstrate their true capabilities and potential during the assessment process. By meeting the contextualisation needs of the candidate, you will also be ensuring that the assessment process is fair, valid and reliable.

Writing an RPL assessment

When you are writing an RPL assessment, it is important to keep the principles of assessment and the rules of evidence in mind. These two things will help ensure that your assessment is fair and accurate.

The principles of assessment are:

  • The assessment must be fair
  • The assessment must be flexible
  • The assessment must be valid
  • The assessment must be reliable

This means that the assessment should accurately measure what it is supposed to measure, be consistent in the way it measures it, and be free from any bias. Relevant evidence is evidence that directly supports the claims being made in the assessment. Reliable evidence is evidence that is trustworthy and can be verified.

The rules of evidence are:

  • Evidence must be valid
  • Evidence must be sufficient
  • Evidence must be current
  • Evidence must be authentic

The evidence must be authentic, current and directly related to the learning outcomes being assessed. The evidence must be sufficient in order to demonstrate that the learner has achieved the learning outcomes.

When writing an RPL assessment, there are a number of ways to meet the principles of assessment and rules of evidence. We at CAQA include the following:

  • Self-check questionnaire booklet
  • Competency conversation booklet
  • Demonstrations and practical observations booklet
  • Third party booklet
  • RPL Assessor copy with benchmarking responses
  • Comprehensive mapping document to the training product

A self-check questionnaire for the candidate. This will help to assess the candidate’s skills and experience. They also help to identify any gaps in your knowledge or understanding of the qualification requirements.

The competency conversation is also an important part of the assessment process, during which the assessor will ask questions about the candidate’s skills and experience.

Demonstrations and practical observations may also be used as part of the assessment process. Demonstrations and practical observations allow you to see the students and what they can do and gives you a chance to see them in action.

Third-party booklet assists in collecting evidence from third-party personnel.

Finally, the assessor should have a copy of the training product mapping document to ensure that all areas of the product have been covered.

Keep these things in mind when you are writing your RPL assessment and you will be sure to create a fair and accurate assessment.

The assessor must also have the relevant expertise and experience to assess the work according to principles of assessment and rules of evidence. The assessment process can vary depending on the provider you are using, but all RPL assessments should be fair, transparent and based on evidence.

If you are unsure of how to write an RPL assessment, it is advisable to seek assistance from an experienced RPL assessor. We at CAQA Resources have 1000s of RPL kits developed, if you would like to see a sample, send us an email at

In their first meeting since the election, education ministers face a ‘massive’ teacher shortage

The nation’s unprecedented teacher shortage will dominate discussions between Australia’s education ministers on Friday 12th of August 2022, their first meeting since the federal election.

The issue of heavy workloads, and how shifting expectations of a teacher’s role and responsibilities are impacting retention rates, is also expected to be high on the agenda.

In an attempt to address the teacher shortage, a number of states are expected to put forward proposals that would see financial bonuses offered to high-performing teachers, university fees for teaching degrees lowered and the use of employment-based degrees expanded.

It is hoped that these measures will help make teaching a more attractive profession and encourage more people to enter the field.

With teacher shortages already being felt in many parts of the country, it is hoped that these measures will help alleviate some of the pressure on schools and ensure that students are able to receive the quality education they deserve.

The teacher shortage has been caused by a number of factors, including an ageing workforce and a decline in the number of people studying teaching at university or people living the sector because of the workload and other reasons. The problem is particularly acute in rural and regional areas, where there are often not enough teachers to fill all the positions.

The government is hopeful that the measures under discussion will help to attract more people into the profession and alleviate the shortage. However, some experts have warned that the problem is likely to get worse before it gets better.

With the retirement of baby boomers and the decline in the number of people studying teaching, the teacher shortage is expected to continue for some time. This means that it is vital that the measures under discussion at the Education Ministers Meeting are successful in attracting more people into the profession.

The Australian Education Union and the Independent Education Union of Australia, which together represents 250,000 educators, said the working conditions of teachers needed to be addressed.

A recent survey found teachers were working an average of 57 hours a week, while more than eight in ten said their workload has increased since March 2020.

During the IHEA Dual-Sector Network conference, Sukh Sandhu addressed issues and changes in the VET sector.

A recent conference of IHEA Dual Sector Network recognized ASQA’s effort to change its focus from person-centred to system-oriented auditing.

ASQA was also commended for focusing on continuous improvement and self-assurance rather than solely on compliance. Their website includes many more fact sheets and information related to education and training opportunities, which is really helpful for the entire industry.

In addition, it was mentioned that it will be interesting to see how ASQA works as an assurance body for training packages and supports industry clusters.

There were, however, a number of challenges discussed as well, including:

A clear set of guidelines on what’s expected of RTOs – ASQA needs to ensure that it provides clear guidelines regarding what’s expected of each RTO for each clause and the standard. Hence, we should attempt to remove ambiguities to the best of our ability and focus on quality assurance and students throughout the process.

Greater transparency around each and every clause and requirements:

Regulations and requirements must be transparent around each and every clause. There were a number of examples given, including publishing information related to credit transfers, but the second paragraph mentioning best practices that RTOs can follow is very confusing for the industry as in our experience, auditors have audited training organisations on “best practices” rather than compliance requirements. So, what requirements should the training organisations follow? Best practices or compliance requirements or both? To ensure compliance with the regulatory requirements, the regulatory body should clarify this.

Greater flexibility in delivering training and assessment

After COVID-19, we live in a world that requires a lot of flexibility in training and assessment, as well as the regulatory body’s ability to promote and regulate it.

Improving data collection and monitoring

Instead of focusing on tools that are outdated or do not meet client and employer satisfaction requirements, we should focus on tools that are current, reliable and useful.

Development of the new standards

Several of our previous editions has discussed the Department of Education and Training’s work on developing new standards for registered training organisations, which will be published next year. Before they become legislation, these standards should be released to the public so that industry stakeholders can provide feedback, as well as the regulatory body and the Department of Education and Training can receive feedback on their validity and usefulness.

The other topics included:

  • The delivery of high-quality training and assessment services
  • The regulatory body providing clear benchmarking
  • Auditors going through regular professional development training and moderation activities
  • Subjectivity that comes into play when auditing and monitoring compliance of training organisations
  • ASQA supports and validate their outcomes
  • The issues with finding minor administrative issues or issues those have no effect on student’s training and education as non-compliance
  • Assisting the sector and stakeholders in a collaborative manner

At the conference, representatives of ASQA took notes on the main points and promised to revisit them at one of the next IHEA conferences.

Why should you trust CAQA Resources as your RTO training resource provider

As a Registered Training Organisation (RTO), you need to ensure that the training resources you use are of the highest quality. CAQA Resources is an Australian provider of quality-assured training materials, so you can be confident that our products will meet your needs. We offer a wide range of online and offline training materials, including manuals, workbooks, slideshows, e-learning modules, assessment tools and more.

CAQA Resources has been providing RTO training resources for over 10 years, and our team of experts have a wealth of experience in the VET sector. We understand the unique requirements of RTOs, and we’re dedicated to providing high-quality resources that will help your organisation deliver outstanding training. CAQA Resources has a strong reputation in the RTO sector as a trusted and reliable partner. We have worked with many of the leading RTOs in Australia, and we are proud to be able to say that we have helped them to achieve their training goals.

All of our RTO training resources are developed by qualified subject matter experts, and they undergo a rigorous quality assurance process to ensure they meet the highest standards. We also offer a range of flexible delivery options, so you can choose the format that best suits your needs. CAQA Resources is committed to providing RTOs with the resources they need to succeed. We offer a money-back satisfaction guarantee on all of our products, so you can be sure you’re getting the best value for your investment.

When you choose CAQA Resources as your RTO training resource provider, you can be confident that you are making the best decision for your business. We will work with you to ensure that your training is delivered in a way that is most effective for your organisation, and we will always be available to offer advice and support when needed.

When you are looking for high quality, engaging and realistic training resources for your RTO, CAQA Resources should be your first port of call. Here’s why:

  1. We have an excellent track record in providing quality training resources that meet the needs of RTOs across Australia. CAQA Resources has been providing training resources to RTOs for over 10 years, and we have a proven track record of delivering high quality, engaging and effective resources. Our team has extensive experience in developing eLearning, mLearning and offline courses, simulations and other types of training materials, and we are always up-to-date with the latest trends and technologies in the respective industries.
  2. Our team of experienced instructional designers and educationalists are passionate about creating content that is engaging and realistic, yet easy to use and understand.
  3. Our extensive range of vocational and work-placement booklets are second to none, and provide students with all the information they need to succeed in their chosen field.
  4. Our SCORM compliant files make it easy to integrate our resources into your existing learning management system.
  5. Our customer service team is always on hand to answer any queries you may have, and our prices are extremely competitive.
  6. We are an Australian-owned and operated company with a commitment to providing the best possible service to our RTO clients.
  7. Our resources are realistic, engaging and up-to-date. We provide comprehensive support to our RTO clients, including regular updates and advice on changes to the vocational education and training (VET) sector.
  8. CAQA Resources offers a complete solution for RTOs, from initial consultation and needs analysis through to course development, delivery and evaluation. We will work with you to understand your specific needs and requirements, and we will develop a bespoke solution that meets your exact requirements.
  9. CAQA Resources always uses the latest technologies and approaches in the development of our training resources. This means that your students will have access to the most modern and up-to-date learning materials, and you can be confident that they are using the best possible resources to gain the skills and knowledge they need.
  10. As an RTO, you have specific training needs that must be met in order to comply with the Standards for Registered Training Organisations (RTOs) 2015. CAQA Resources has a deep understanding of the RTO sector and we know what it takes to develop high quality training resources that meet the requirements of the Standards.

If you’re looking for quality training resources to help your RTO deliver the best possible training programs, look no further than CAQA Resources. Contact us today to learn more about our products and services.

CAQA Resources – New training and assessment resources