The VET Sector News- September 2021

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

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

CHC30113 Certificate III in Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care

CHC50213 Diploma of School Aged Education and Care

CHC30213 Certificate III in Education Support

CHC40213 Certificate IV in Education Support

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

For more information, Click here.

Strategic deliverables from ASQA’s Corporate Plan 2021-22

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

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

For more information, Click here.

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

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

For more information, Click here

Australian border closures blamed for $2.7bn ELICOS related loss

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

For more information, Click here.

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

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

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

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

For more information, Click here.

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

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

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

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

For more information, Click here.

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

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

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

Director of USDA-NIFA

For more information, Click here.

China Revises Law to Advance Innovation in Science, Technology

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

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

For more information, Click here.

VET Qualifications Reform Survey – The world of VET is changing again including the units of competency

The world of vocational education and training is changing once more, and this includes the structure of units of competency. The Department of Education, Skills, and Employment is participating in consultations on the new structure, methods, and procedures connected to the vocational education and training sector over a period of 1.5 years as part of the skills reform initiative.

Australian governments (at both the national and state levels) place a high value on the VET system, and as a result, they have agreed to move forth with improvements. The qualifications structure and framework, increasing the importance of industry and employers, as well as improving the overall quality standards and practices in the VET sector, are the focus of the major reforms. More information can be found at, which is a government website. You can get involved and provide your valuable feedback at

The consultation draft of the VET Workforce Quality Strategy (the draft Strategy) is now available for feedback via an online submission process.

Submissions will be open until 5.00 pm AEST Monday 27 September 2021.

The current state of the qualifications structure, as well as the planned future state of the qualifications structure, are provided below for reference purposes:

You can read more information related to the proposed changes at

The department is also holding two webinars to discuss qualification design concepts and provide an opportunity to ask questions about the reform and the new approach to qualification design.

The webinar dates and registration details are at:

CAQA Systems Services

CAQA Systems provides technology services and support, and works in partnership with its customers.

We collaborate with innovative organisations and service providers, assisting them in maximising the efficiency and effectiveness of their technology investments.

We specialise in network administration, software systems and development, hardware and software support, software system and development, cybersecurity, information technology-related issues and matters.

We provide support to the education, medical, government, marketing, retail, hospitality, food, non-profit organisations, financial, and transportation industries.

Get in touch with us to discuss how we can assist you with your requirements.

Online Media Solutions (OMS) Services

Over the past two decades, Online Media Solutions (OMS) has provided assistance to clients worldwide. OMS merged into the CAQA and Career Calling brands in 2013.

Services offered by Online Media Solutions include: website design and development; website security; web hosting; domains marketplace; development of iOS and Android applications; software development; graphics design including logos, website graphics; social media graphics; marketing graphics; brand identity; stationery design; SEO; marketing services; website support; data entry; database management; and data entry and database management services

We have been working on hundreds of SCORM-compliant files and are making investments in virtual reality, gamification, artificial intelligence, and other cutting-edge technologies in order to meet your needs.

Call us on 1800 961 980 or email to find out more on how we can assist.

How to transition from classroom to online or distance training and assessment

Moving from face-to-face training and assessment to online or distance learning and assessment can be difficult, especially when you have already invested in facilities, equipment, and resources for face-to-face training and assessment.

However, in order to survive and also to embrace new technologies, many training organisations have decided to move to an online or distance learning and assessment mode. Here are some views and suggestions on how you can accomplish this in a competent and compliant manner at this point in time.

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

Transitioning from one delivery mode to another

Training and assessment strategy

Training and assessment strategies are not a single document but rather a collection of documents that serve as a road map for your organisation’s delivery of training and assessment to a specific learner cohort.

As a result, this is the first document that needs to be updated whenever there is a change in delivery mode (such as switching from classroom mode to distance or online mode), client cohort (whether experienced and working in the industry or not experienced and not working), or any other changes to the way you deliver and conduct your training and assessment practices.

Several aspects of your training and assessment strategy, including but not limited to the following should be considered:

  • Delivery mode
  • Training and assessment arrangements (e.g, Your own lms or using someone else’s)
  • Admissions requirements, skill, knowledge, employment, and pre-enrollment assessment sections, how you will assess the technical skills and competencies of the learners to enrol in the course
  • Course duration in terms and training delivery and assessment, and how these will be conducted
  • The details related to the delivery of the course
  • Academic and student support, how much and when they will be provided
  • Facilities and resources you need to operate the online or distance mode of delivery
  • Policies and procedures to safeguard data and information and also comply with privacy legislation and other regulations applicable
  • The contextualisation and customisation of your training and assessment resources
  • How the work placement component will be conducted?
  • How your assessors will assess the student’s work?
  • Training and evaluation hours required by the students for each activity online or in the distance delivery method
  • How trainers and assessors will ensure that the students are ready for evaluation
  • How trainers and assessors will ensure that the students are prepared for the assessment. When should the assessment take place?

Training and assessment strategies should be agreed to by all parties involved in the training and assessment process after they have been prepared, but they should also be evaluated by representatives from the industry.

All stakeholders should agree on the strategy.

When it comes to offering and providing support to students, following policies and procedures, and proving compliance through all of their actions, one of the most difficult tasks is ensuring that all of your stakeholders are on the same page.

Changes in other documents

You have recognised the changes and how you intend to address them. The next stage is to check all documents and practices, such as the timetable, session plan, training and assessment resources, all templates, your procedures, etc. to ensure your practices reflect what you have stated in your training and assessment strategy.

Marketing materials

Your marketing materials should be updated to include clear information about what learners may expect from participating in learning and assessment activities with your organisation.

Demonstrate compliance through evidence

When it comes to demonstrating compliance, the regulatory body is clear in its requirements. If you do not have evidence to support your claims, then you are not doing what you are claiming.

Ensure you have evidence of everything that is indicated in your policy framework, training and assessment strategies, any other organisational documentation, as well as the needs of any legislative or regulatory guidelines or standards that apply.

For example, a review form that details who developed the training and assessment strategy, who reviewed it from internal and external stakeholders, what feedback was provided, how feedback is included, and when each of these activities took place could be one of the most important pieces of evidence.

Call us on 1800 266 160 or email to find out more on how we can assist.

Check if you have an authorised copy of the training and assessment resources

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

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

The benefits of confirming the authorised copy

There are a number of advantages to confirming the licence of your training and assessment materials, including the fact that licensed resources are usually linked to a quality assurance guarantee and are usually eligible for free updates, which you do not receive if you obtain the resources in an illegal manner, as well as the fact that making and distributing resources that you are not licenced for is likely to infringe copyright and may be a criminal offence. This can also affect your reputation and registration under the governance and copyright clauses (Clause 8.5, particularly of Standards for Registered Training Organisations 2015, provides: “The RTO complies with Commonwealth, State and Territory legislation and regulatory requirements relevant to its operations.”)

In addition, when applying for accreditation of a VET course, the national template requires that the applicant must:

Provide evidence that the applicant for accreditation either owns, or is licensed to exploit the copyright in any units of competency or modules. Include the name of the legal entity or individuals who own the copyright.

Copyright legislation in Australia

Training and assessment resources will generally be protected by copyright in Australia under the Copyright Act 1968 (Cth). Copying and distributing these resources without the appropriate licence will usually be an infringement of copyright.

You may be aware of the Statutory Education Licence that is administered by the Copyright Agency. You need to pay the Copyright Agency an annual fee to obtain this licence. However, the Statutory Education Licence does not permit copying or transmitting an electronic copy of 100% of a resource if it is commercially available, but only allows use of a reasonable portion (eg 10%). Copying or transmitting an amount of the resource that would unreasonably prejudice the legitimate interests of the copyright owner is outside this licence. If you want to use more than a reasonable portion of someone else’s training and assessment resources, you will need to obtain a licence from the copyright owner or you will infringe copyright.

The consequences of copyright infringement can be significant. A court can order you to stop infringing and you could be liable for compensatory damages or have to pay the amount of your profits from using the unauthorised resource as well as handing over infringing copies to the copyright owner. You may even have to pay “additional damages”. These are a form of punitive damages that can often be more than the compensation payable. Plus, if the matter goes to court, there can be adverse publicity as well having your business tied up in litigation for a significant period of time. All this just to try and avoid a fee. Copyright infringement is not worth it.

For more information see the ASQA web page on RTOs and copyright:

By Sukh Sandhu and Margaret Ryan

Margaret Ryan is a lawyer and trade marks attorney with over 30 years’ experience in intellectual property, including copyright, and consumer protection law, working with organisations to find solutions, maximise the value of their IP and protect their business. IP by Margaret® –

Staying on top of compliance


RTOs are required to comply with an increasing number of constantly changing regulations and reporting and there is a heavy price to pay if found non-compliant.

With ASQA’s emphasis on RTOs self-management of ongoing compliance through systemic monitoring, what is the best way to stay on top of and adapt to the journey of compliance in an ever-changing landscape whilst remaining cost-effective?

The answer is often ‘why not hire a compliance manager’? Sounds easy? Not really.

The compliance requirements that RTOs face are complex. Having a compliance officer focused on managing risk is an essential piece of the puzzle but not the complete answer.

It requires more than one person to develop systematic processes to compliance. It requires more than an internal team to manage risk and maintain a positive reputation. It requires experts to decipher confusing or abstract standards and determine how to establish and integrate best practices.

What does ASQA’s data indicate?

ASQA, in their 2018 Course Owner Report, identified that:

  • 67% of RTOs were non-compliant in their development of enterprise units
  • 58% of RTOs were non-compliant in AQF qualification type and level Volume of learning
  • 56% of RTOs do not have sufficient evidence of consultation/validation activities, industry need and support.

One of the reasons for these findings could be because an RTOs compliance culture suffers from the ‘comfort with status quo’ syndrome. RTOs who depend mainly on an internal process find it difficult to accept change due to their lack of confidence in the unknown new system and culture. They fail to redesign, rethink, and reorganise new compliance policies, procedures, and processes as they struggle to disengage from the existing culture.

Many compliance officers have tried to set the tone of compliance to protect the organisation, hold employees accountable, and lead a culture of compliance. However, they are often seen as the bearers of bad news and often not supported.

Why are compliance services becoming increasingly important?

Today more than ever, RTO executives and owners seek out unbiased and impartial subject matter experts and consultants to look into all areas of their organisation. External consultancy like the services CAQA provide are engaged for registrations, internal audits, validations, etc.

In light of all this, CAQA has designed its Ongoing Retainer Agreement. The objective is to provide ongoing consultancy services to RTOs with a compliance program that institutes a system of checks and balances at every level.

Seven (7) benefits an ongoing Retainer Agreement can provide.

As an external consultant, we have the advantage of a bird’s-eye view of the RTO to spot compliance issues, hear about trends, and identify new risks before they become findings that result in the consequences of suspension or de-registration etc.

Our approach is a holistic perspective with proactive rectification. Our culture is solution-oriented, ensuring RTO’s self-assurance.

Bringing our professionals to you will have the following benefits.

  1. Proactive action. We will identify your areas of improvement before they become non-compliant and create significant problems. All we need from you is a commitment to an effective compliance program.
  2. Independence. Our reporting is unbiased and that can assure you the information in our report is entirely objective.
  3. We bring a wealth of audit experience. We work with many RTOs. Our experts are engaged in auditing daily, and their expertise adds more value. We use this knowledge to recommend improvements and provide you with a systematic solution to your quality management system.
  4. Exceptional success record. Our consultants have been providing compliance and regulatory assistance to training and education organisations for over 25 years. They are a team of dedicated and seasoned professionals trained in ISO quality management standards with an exceptional success record.
  5. No data smog. In this era of over-information, many RTOs suffer from 21st century’s syndrome of data smog that is characterised by the velocity of over-information along multiple channels that often results in the collapse of healthy business cycles. We provide you with the correct information required, no less no more.
  6. Consistency. By signing an agreement with CAQA to conduct internal periodical audits, you will offload that responsibility and simultaneously ensure that you will get consistent results through scheduled visits.
  7. Cost-effective resourcing. We understand that not all organisations have the resources to hire the audit professionals they need to excel within their chosen field. Our service allows you to utilise high caliber resources for a fraction of a price of what it would cost to employ a compliance person.

What you will get from an Ongoing Retainer Agreement.

  • One hundred (100) hours of consultancy services delivered over a ninety (90) day period.
  • Three (3) professional development sessions for staff and management on topics nominated by the Training Organisation over a ninety (90) day period.
  • Five (5) recruitment advertisements/month on CAQA Recruitment (over the period in which the Agreement remains in effect)
  • Five (5) advertisement in Career Callings Social media marketing (over the period in which the Agreement remains in effect)
  • Assistance with compliance and training organisation related queries
  • Validation of units of competency (maximum 2x per qualification/month)
  • Provision of industry consultation support (1x per qualification/month)
  • Updated information from the VET industry
  • Exceptional consultancy on Systematic Self-Quality Assurance and Continuous Improvement
  • Regular news and updated information about the VET industry

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

Message from the General Manager (3 September 2021)

Message from the General Manager

There are many changes taking place around the world right now, and the VET sector is no exception to this. The changes include VET Qualifications Reforms, a new AQF Framework, new technologies and practices for online course delivery. Some of these changes are covered in this edition of our newsletter.

In this newsletter we are introducing Online Media Solutions (OMS) and CAQA Systems, which are two services we offer under the CAQA brand.

Do not hesitate to contact us at with any questions, comments, or suggestions you may have about your experiences, views, or feedback, as well as anything else you would like us to share or discuss. Please also forward a copy of this newsletter to all of your professional contacts.

Anna Haranas
General Manager

Various phases of the assessment and validation processes (Part 3)

This is Part 3 of the article, where we are discussing the different phases of the validation processes an RTO should be following to ensure they meet regulatory requirements and industry expectations.

In the previous articles, we discussed the following regarding the validation of assessment resources:

  • Explanation of assessment validation
  • Typical benchmarks used during the validation processes
  • Stages of validation (before, during and after the assessment judgements)
  • Regulatory requirements for conducting validation
  • Assessment system
  • Who conducts validation?
  • How is validation different from moderation?
  • How external consultants can help you with validation of assessment and learner resources?

In this month’s article, we will explore the regulatory requirements around validation of learner resources.

Learner resources
Learner resources are also known as “learning resources”, “training resources”, or “companion guides”. The purpose of these resources is to support learners with the underpinning knowledge required to participate in skill-based tasks. These resources include a range of activities to support the learning including, formative assessments and activities, links to further reading, workplace activities and procedures (where relevant to the qualification) etc.

Why you need to validate your learner resources
The VET regulator, ASQA does not currently prescribe the methodology Registered Training Organisations (RTOs) should use to meet the requirements of the relevant standards, training packages and accredited courses for learner resources.

But their expectations under the Standards for Registered Training Organisations, 2015, is to ensure your learner resources meet the following legislative guidelines:

Standard 1, Clause 1.3 (c): Learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery.

The guidelines further state that:

Learning resources

  • To ensure students are able to obtain and absorb the required knowledge and skills prior to assessment, carefully choose and plan the learning resources you will use to guide them.
  • Identify these resources in your strategy to ensure you obtain full coverage of all required areas.

Therefore, we strongly recommend validating your learner resources to ensure your organisation complies with the relevant legislative requirements and guidelines.

The process of validation of learner resources
The validation of learner resources is not very different from the validation of assessment resources. All learner resources must also meet training package requirements and industry expectations.

Who can be involved in validating the learner resources
There are currently no regulatory requirements around who can participate in the validation of learner resources, however, it should be no different from the validation of assessment resources.

It should be a collective team effort and you must include the following people to validate your learner resources:

  • Subject matter experts
  • Trainers and assessors
  • Compliance or administration manager
  • Industry experts
  • You may also include compliance experts as well as they usually have current and up-to-date knowledge around audit and compliance expectations and requirements.

Stages of validation for learner resources
Stage 1: Validation before using the learner resources
Validation before using the learner resources is to ensure the resources meet training package requirements, how the information is presented and the quality of the formative assessments. This is to ensure the student gains the required skills and knowledge to participate in the summative assessments later. Your review of the learner resources templates in detail ensures they are compliant and meet regulatory standards and Industry requirements.

Stage 2: Validation during or after using the learner resources
Your validation of learner resources during or after use is to ensure:

  • Your resources meet client expectations
  • Your resources meet training package guidelines and provide all required underpinning knowledge to your students
  • Your resources are current and up-to-date in terms of the latest trends, technology and industry guidelines and practices.

In the next and final article, we will discuss:

  • Why you need to keep validators information
  • Why validation of assessment and learner resources should be systematic and ongoing
  • How can you schedule validation
  • What is statistically valid sampling
  • Validation outcomes

(To be continued in the upcoming newsletter and blogs)

Getting acquainted yourself with the VET

VET information at your fingertips

NCVER’s VET Knowledge Bank is a key source of reference information about Australia’s VET system.

Did you know the VET sector is the largest education sector in Australia?

Like most countries, Australia’s VET system is complex and ever-changing. Getting to know VET aims to explain the system via a chart of the key components, including:

The VET Knowledge Bank is an evolving resource. Follow @VOCEDplus to find out when new content is added.

Message from the General Manager (22 August 2021)

Message from the General Manager

If humans are capable of learning from their experiences, one thing that would stand out in this COVID era is that life will never be the same again, no matter how much we want things to return to the way they were. The education industry now requires better communication and collaboration tools, and better infrastructure models. Most importantly, we require technology that works effectively and efficiently, systems that are capable of assisting with learner and staff needs such as virtual reality, gamification, and artificial intelligence, as well as trust, faith, support from technologies.

At CAQA headquarters, we are continuously evolving and we are constantly looking for new methods to assist our clients and the industry in meeting current and future challenges. We are now working on hundreds of SCORM compliant files and we are investing in virtual reality, gamification, artificial intelligence, and other cutting-edge technologies to meet your needs. Our learning management system CAQA Discover will be launched soon to support clients with eLearning and mobile learning. Interested? Contact us to learn more about what we are doing, opportunities for collaboration, and what the benefits of using our services.

Anna Haranas
General Manager

The VET Sector News II-August 2021

National Skills Week 2021: RETHINK your ideas

National Skills Week, which is now in its eleventh year, will once again aim to bring to life the positive messages by exposing the talents, skills, career routes, and worth of apprentices and trainees across Australia to the general public and business community.

For more information, Click here.

Automation, COVID-19, and labour markets

Rapid technological progress poses challenges for labour markets. Automation can both displace and create jobs. Currently, an unprecedented digitalization of our economy is underway. Artificial intelligence [AI] has become a reality and machines are able to learn how to outperform humans in some cognitive tasks. This ongoing technological transformation of work can interact with the [Coronavirus Disease 2019] COVID-19 pandemic shock resulting in fewer jobs for the less educated and low-skilled workers as well as a further decline in the labour share of national income.

For more information, Click here.

COVID-19 has widened Australia’s educational digital divide. But one program is closing the gap

Right across the country, it’s a similar struggle. An estimated one in three Indigenous children does not have the internet at home.

For more information, Click here.

Australia’s education exports plunge by a third

Australia’s education exports have plunged by a third due to the international border closure, with ­revenue dropping to $26.7bn in the year to June, down from $40.3bn recorded in calendar 2019. Australian Bureau of Statistics figures show its largest service ­export sector is mainly made up of international student spending on tuition fees, rent, travel costs and other living expenses.

For more information, Click here.

Rudd joins $622m education start-up board after big raising

Education technology platform Crimson Education has secured $23.8 million in a funding round led by HEAL Partners, valuing the New Zealand-based start-up at more than half a billion dollars, and adding former Australian prime minister Kevin Rudd to its advisory board.

For more information, Click here.

Cost Recovery Implementation Statement (CRIS) for the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)

The Department of Education, Skills and Employment have issued a draft of proposed charges for CRICOS registered institutions, after a two-year suspension of the ARC (Annual Registration Charge). Feedback on the Exposure Draft of the CRIS is requested by 5 pm AEST MONDAY 23 AUGUST 2021. Please use the response template to provide feedback.

For more information, Click here.

UQ leads climate action as first Australian university to provide Carbon Literacy training

Helping individuals and organisations tackle the climate crisis is the focus of an Australian-first training program adopted by The University of Queensland.

After a successful pilot, UQ Business School became an accredited partner with the Carbon Literacy Project as the first university in Australia to launch a Carbon Literacy Program.

For more information, Click here.

Consider changes to Australia’s skilled migration program, Canberra urged

The Australian government should consider changes to post-study work arrangements for students on courses leading to jobs in occupations with a “persistent skills shortage” or those who graduated in the top 10% of their courses or achieved first class honours, a report has recommended.

For more information, Click here.

International students, temporary migrants may gain from changes proposed to the migration program as 500,000 migrants leave Australia

Over half-a-million migrants have left Australia since the start of the pandemic, creating a huge skill deficit in the country. Experts say international students and temporary migrants seeking permanent residency could emerge as the biggest beneficiaries if the government accepts the recommendations made by a Joint Standing Committee on Migration.

For more information, Click here.

Only Victoria has the deep skills to lead on Messenger RNA technology (mRNA) development

Messenger RNA technology (mRNA) has demonstrated the ability to change the timeline for developing and delivering a new vaccine from years to months.

It represents one of the greatest scientific accomplishments of our generation. Where we place and operate an mRNA vaccine facility is a critical decision for the future of the nation and for the security and welfare of the population.

For more information, Click here.

Privacy concerns as students are given access to all University of Sydney IDs

Concerns over the University of Sydney’s data management have been raised after a database of UniKeys was found to be openly accessible to students.

Until last Friday, the University’s Services Portal provided access to a searchable list of UniKeys indexed to their owners. This includes those of undergraduates, postgraduates, recent graduates, professional and teaching staff, and management.

While not sensitive information in itself, a UniKey is a unique identifier which could expose individuals to identity theft and unauthorised access to personal data.

“It’s pretty easy to manipulate,” one student said. “If someone gets access to someone’s University account, they can do things like email spoofing or access bank account details, HECS debt, and other personal information.”

For more information, Click here.

Make the move to USI web services version 4

USI web services version 3 will be decommissioned in October 2021. Web Services version 4 went live on 30 September 2020. All providers who use the USI Registry System through their student management systems will need to move to the latest version.

New providers who onboarded after the latest version was introduced will be using version 4 and do not need to make any changes.

To find out if your student management system is using the most up to date version of web services, talk to your software developer (digital service provider). For any queries, contact us at

According to a new report, businesses are increasing their investments in cybersecurity skills

According to new research from cybersecurity firm Sophos, internal IT departments and businesses are making investments in their staff’ cybersecurity skills and knowledge.

According to a new analysis from Sophos, IT teams around the world faced unprecedented challenges in 2020 and 2021, with cybersecurity issues ranking at the top of the list – if not at the top – of the list. As a result, businesses are increasing their investments in cybersecurity, training the staff members, checking their knowledge and skills to protect organisations and themselves from cyber attacks and making reasonable efforts to safeguard the organisation from any cyber threats.

The cybersecurity behemoth interviewed 5,400 IT managers across 30 countries and discovered that workloads for internal IT Teams are increasing as cyberattacks become more advanced, prompting IT professionals to improve their cybersecurity expertise and hire more in-house security personnel. This is the reason why Australia is continuously focussing on improving and enhancing the cybersecurity skills of its skilled labour.

According to the survey, non-security workloads increased in every industry, with 63 per cent of IT managers across all industries reporting an increase in non-security workloads. The most significant increases in workload were observed in Turkey (84 per cent), Australia (81 per cent), and the United States (75 per cent), with IT teams in government and education being the most adversely affected.

However, 69 per cent of respondents stated that their cybersecurity responsibilities have increased even further, with over 70 per cent of managers in business and professional services, government, construction, education, utilities, manufacturing, and retail stating the same.

Given the sophistication of modern cybercrime, a slim majority (54 per cent) of IT managers surveyed indicated they are having difficulty responding to cyberattacks on their own. Businesses, governments, and the healthcare industry all claimed they require outside assistance to handle cybercrime responses.

IT professionals in Australia say they require the most assistance, with 86 per cent stating that assaults are too advanced for internal IT to handle. In contrast, 54 per cent of respondents in the United States agreed.

According to the survey, these difficulties are contributing to longer reaction times, with 61 per cent of IT managers reporting that their response times to IT problems are increasing, while 19 per cent reported that their response times are either remaining the same or decreasing.

Increasing their cybersecurity knowledge and skills, perhaps out of necessity, is something that IT professionals are doing, with 70 per cent claiming to have been successful in doing so.

The events of the last year and a half have also compelled organisations to increase their investment in their cybersecurity workforce, with 68 per cent of IT managers expecting to increase their in-house security teams over the next two years and 76 per cent expecting to do the same over the next five years as a result of the recent events.

Meanwhile, 56 per cent of respondents anticipate an increase in outsourced IT employees over the next two years, and 64 per cent anticipate an increase over the following five years.

The survey also revealed that firms that were negatively impacted by cybersecurity actually experienced an increase in morale. Overall, 52 per cent of respondents indicated an improvement in IT team morale, but when IT experts whose business had been struck by ransomware were polled, 60 per cent reported an increase in morale in their firm. Ransomware did not have a negative impact on morale in 47 per cent of the firms that were not affected.

It was noted that “adversity – in this case, cyberattacks – frequently creates an opportunity for people to join together and work collaboratively towards a common objective, which helps to increase morale.” The ability to sustain the organisation while dealing with growing attacks provides a sense of satisfaction, as well.

A range of VET resources, RPL kits, LLN kits, training and assessment resources, and e-learning resources in cybersecurity have been developed by CAQA Resources for use by any interested training organisation. You can visit our website for more information related to our training and assessment materials or email us at

Introducing Cyber Security BSBSS00094 and BSBSS00093 Skill Set Resources on Virtual Platform

We are excited to announce the complete set of resources for BSB Cyber Security skill set units. These resources are created in collaboration with eduLAB, provider of virtual platforms for education and CAQA Resources, a leading publisher of vocational education and training resources.

CAQA Resources have been providing resources in the VET industry for over 10 years. All resources come with a lifetime audit guarantee and are developed by subject matter experts in conjunction with VET experts.

The units available are:

BSBSS00094 – Cyber Security Awareness Skill Set

  • BSBXCS301 – Protect own personal online profile from cyber security threats
  • BSBXCS402 – Promote workplace cyber security awareness and best practices
  • BSBXCS303 – Securely manage personally identifiable information and workplace information
  • BSBXCS302 – Identify and report online security threats

BSBSS00093 – Cyber Security Threat Assessment and Risk Management Skill Set

  • BSBXCS403 – Contribute to cyber security threat assessments
  • BSBXCS404 – Contribute to cyber security risk management

The complete set of resources includes:

  • eduLAB platform to satisfy the performance evidence
    • Learner Resources
    • Learner Guide
    • PowerPoint Presentation
    • Class Activities (formative assessment)
    • Self-study Guide
    • Session Plan
  • Assessment Resources
    • Trainer Assessment Pack
    • Student Assessment Pack
    • Unit Mapping
    • Unit Requirements

If you have any questions about eduLAB, please contact Michelle at and if you have questions about the resources, please contact Sukh at

Education standards and politics

We are all well aware that in any country, it is hard to separate politics from educational issues and standards. However, it is quite sad when politics begins to have an impact on education for a variety of negative reasons. Educational standards should be upheld at all times, but using education to score political goals, allocating funding or free-tafe in a way that best suits political agendas rather than sorting out the actual needs and requirements of the industry, approving or disapproving contractors close to politicians, preparing and approving training packages or standards that are outdated, full of errors and mistakes, not useful, and impractical create a number of issues for the industry and the general public.

As it is well recognised that politics is related with the distribution of scarce social, economic, and cultural resources to individuals, organisations, regions, and social classes, it should come as no surprise that the allocation of resources to education is impacted highly by political influences and motives.

The result of almost every educational reform since the early 2000s has been an increase in bureaucracy, a system that is always evolving to serve students while really creating a great deal of bureaucratic work for the organisations.

Ludwig von Mises believed that governments should keep out of education altogether, we are not sure if this is the solution, but we want to ensure that Australia has an education system that is:

  1. Adaptable and changes with the time
  2. Free from bad politics
  3. Free from corruption
  4. Has access to most up-to-date, state of the art technologies
  5. Support us becoming a global leader in education and training
  6. Support our infrastructure and industries
  7. Meet the needs and requirements of the stakeholders

Even if we assume that we will never be able to completely remove politics from our education system, our focus should always be on electing leaders who come from a variety of backgrounds, experiences, and cultures, who are committed to achieving excellence in education and training, from TAFE and private sector education, who are free of biases and judgements, and who only work to achieve excellence through developing and upholding the appropriate and suitable educational standards.

Quality Reforms

Have your say to support the delivery of high-quality training in the VET sector. Click here,

RPL Kits-Let’s discuss compliance with clauses 1.8 and 1.12

The legislative requirements

The legislation is very clear regarding compliance in RPL kits and why you need to have RPL Kits for every unit of competency you are training and assessing.

The legislative instrument includes the following clauses:


1.8. The RTO implements an assessment system that ensures that assessment (including recognition of prior learning):

a) complies with the assessment requirements of the relevant training package or VET accredited course; and
b) is conducted in accordance with the Principles of Assessment and the Rules of Evidence.

1.12. The RTO offers recognition of prior learning to individual learners.

Can you refuse a student RPL

Legislation involves the preparation and enactment of laws by a legislative body through the lawmaking process that it uses to accomplish its purposes. Something written in legislation eliminates all questions and assures that everyone adheres to the requirements, regardless of whether they want to or do not want to do so. As a result, training organisations do not have the privilege of refusing recognition of prior learning to people interested to achieve a unit of competency, skill set or qualification through recognition of prior learning. They have no choice but to offer it.

What should be included in the RPL kit

The regulatory body has not approved any structure or approved a template for RPL kits, the structure of RPL kits is up for debate at this time. However, the practise has been in place as long as RPL kits have allowed the following:

  • Self-assessment should be carried out by the student in order to evaluate their knowledge and abilities.
  • In addition to previous studies – both formal (e.g., TAFE, school) and informal (– for example, community education, workplace training courses), work experience – both paid and unpaid – and life experience, evidence should be gathered from the student.
  • Direct evidence can be gathered by observation, demonstration, simulation, and role-playing, among other methods. Indirect evidence can be gathered through the use of work samples, workplace documentation, third-party reports, projects, and a Portfolio of Evidence, among other methods.
  • Third-party proof can include letters of recommendation from supervisors, team leaders, and managers, as well as evidence of the student performing duties and responsibilities.
  • The assessor guide should be designed to ensure that different assessors should reach the same judgement about a student’s competency, regardless of who is assessing the student.
  • Comprehensive mapping assessment documentation that ensures that all of the training package requirements are addressed.

How can you prepare or evaluate the quality of your RPL Kit

When preparing and developing RPL kits, be certain that they meet the specifications given in clauses 1.8 (and sections 8a and 8b).

Principles of Assessment

Fairness in Assessment:

During the assessment process, the needs of each individual student are taken into consideration.

When necessary, reasonable adjustments are made by the RTO to accommodate the specific needs of each individual student.

Learning and assessment are explained to students by the RTO, who also gives them the opportunity to contest the results of their assessments and have them evaluated if necessary.

Flexibility in Assessment:

Assessment is tailored to the needs of each individual student by:

taking into consideration the student’s needs and requirements;

It is important to evaluate the competencies held by the student, regardless of how or where they were gained.

Making use of a variety of assessment methods and selecting those that are appropriate for the situation, the unit of competency and associated assessment needs, and the individual.

Validity in Assessment:

Each and every assessment decision made by the RTO is justified in light of the evidence of the particular student’s performance.

Validity necessitates the following:

Evaluation in relation to the unit/s of competency and the accompanying assessment requirements encompasses the entire range of skills and information that are required for competent performance;

Evaluation of knowledge and abilities is done in conjunction with their practical application.

It is expected that evaluation will be based on evidence that demonstrates that a student can exhibit these abilities and knowledge in other similar contexts; and

The evaluation of learner competence is based on evidence of learner performance that is related to the unit(s) of competency, associated assessment and evaluation standards.

Reliability in Assessment:

It does not matter who assesses the assessment because the evidence supplied for evaluation should be consistently understood and the assessment outcomes are comparable.

Rules of Evidence

Validity in Assessment:

Assurance is provided to the assessor that the student possesses the skills, knowledge, and qualities indicated in the module or unit of competency and associated assessment requirements for the module or unit of competency.

Sufficiency in Assessment:

The assessor is confident that the quality, amount, and relevance of the assessment evidence will allow a determination of a student’s competency to be made by the assessor.

Authenticity in Assessment:

The assessor is certain that the evidence submitted for assessment is the student’s own original work by ensuring that the student has completed the task.

Currency in Assessment:

When the assessor receives assurance that the assessment evidence confirms current competency, the assessment is considered complete. This necessitates the use of evaluation evidence that is either current or very recent in time.

Contact us at for more information and the availability of RPL kits and resources.

Online learning is much more than access to training and assessment materials online

In spite of the fact that different nations are at different stages of COVID-19 infection rates, there are currently more than billions of learners in 186 countries who are affected by face-to-face classroom closures as a result of the epidemic. This is one of the reasons why we decided to create a few articles to provide assistance to the industry, training organisations, and students.

In order to be successful in teaching online, training organisations must create and deliver courses that are engaging, interactive, effectively supported, and sensitive to the needs of today’s students.

Students will continue to look to you for direction and guidance even if they are learning from home.

Effective online learning

Effective online learning does not only follow the traditional model of uploading materials to a learning management system such as Moodle, but also incorporates a number of interactive ways to engage students, enable and equip them to perform the activities in a simulated environment, provide them with real-life situations and scenarios, and ensure regular interactions with the instructor and other students. In the event that a trainer is not accessible, the student should interact with the learning management system instead.

Suggestions for improving the effectiveness of e-learning..

Here are some good recommendations for making e-learning even more effective:

Provide instructions that are quite specific and clear.

You must present your students with clear directions at all times. It is critical to use clear legends and icons when creating a course for an online learning module. You must also maintain consistency. It should be absolutely clear to students what they need to read, research, observe, participate/do and write about in order to effectively complete a course. No guessing game is appropriate for online learning, especially when students are interacting directly with a machine, not a human being.

Design layout for the online course

What kind of design layout do you employ? When it comes to getting learners to participate in your courses, course design is really important. It should be straightforward, efficient, and engaging. Make it easy for students to move from one course to another or from one link to another without complications.

If you do not have in-house expertise in designing online learning courses, make it crystal clear in what qualities and characteristics you are looking for if you are recruiting. When it comes to an interview, what are the most important things that developers must demonstrate in terms of knowledge and skills, explain everything in as clear and succinct a manner as you can.

Make the courses engaging and interesting

Students’ inability to concentrate on uninteresting and unengaging content is a primary cause for their failure to succeed in online courses. As a result of the current healthcare crisis, this problem has been further compounded further. The inability to retain concentration manifests itself in a variety of ways for different people. Many students find it difficult to concentrate, prioritise, organise their time, and remain on track when they do not have the structure of a typical training day to follow, which is why many students choose to study in face-to-face classrooms rather than online. Fortunately, there are a number of solutions. In the first place, it is vital that students are provided with an organisational framework that will enable them to be effective. Second, the content that is made available to them should be entertaining, interactive, and designed with a high level of professionalism.

Facilitate a process by which students engage with one another

The students must communicate in a manner that is similar to the manner in which they are accustomed to receiving face-to-face education. Making smaller groups of students out of a large group of students can help to enhance interaction, communication, and the development of interpersonal relationships. Initiate conversations with students about participating in icebreaker activities while they are in smaller breakout groups. The breakout sessions, which can be held during the online meetings, after class sessions, or during class sessions, provide an additional opportunity for students to express themselves and share their skills and experience with one another.

Individual learning plans should be developed.

Because every student’s situation is unique, your expectations must be tailored to each individual student’s existing capabilities. Personalise students’ education by developing customised learning plans that allow you to tailor your instruction and expectations to their specific needs and skills. This is especially true for students who have learning difficulties, who may find it challenging to learn in a distance-learning environment.

Make it social

Sharing and commenting on information are examples of social features that most of us are accustomed to doing in our everyday communication. When used in conjunction with gamification, this increases the interactivity of any course. It’s also a lot of fun for the students to participate.

Invite students to contribute to the learning.

Another method of empowering learners is to have them share their expertise by creating materials or holding online group study sessions. Students who engage in task-based learning can produce a genuine, relevant output that can be shared with other students who are at an earlier stage in their learning journey to motivate them and assist them with their studies. Task-based learning is becoming increasingly popular.

Encourage the use of peer evaluation.

A tried-and-true classroom strategy that also works wonders online. Providing learners with the opportunity to assess each other’s work helps them to better comprehend what they are doing and promotes a culture of sharing, which can be beneficial in disseminating best practice.

E-learning content is very different from face to face content

It is possible that your course content will appear uninteresting and unengaging to your students if you do not present them with choices to participate through videos, audios, images, video conferencing tools, emoticons, or other means of online communication.

The ability to concentrate when working online gradually deteriorates, especially when the distractions of social media are readily available. Student requirements for online content are generally higher than those for face-to-face education, and this must be acknowledged.

Interesting and engaging conversations

Take care to ensure that any conversations that students have are actually valuable to their learning. This can be done verbally, in a breakout session, or online using chat or a discussion forum.

Seek stakeholders feedback for continuous improvement

Solicit input from all stakeholders in order to ensure that the quality of the online training materials is continually improved. It is possible to sustain the interest of students, who are one of the most important stakeholders, by soliciting and acting on their feedback, which also helps them feel more connected to the online course and your training organisation in general. When it comes to receiving constructive feedback to students, using efficient online feedback tools such as Google forms, plickers, kahoot, socrative, GoSoapBox, Quizalize, Formative, Poll everywhere, Micropoll, Zoho survey, Survey Monkey, Typeform, SurveyNuts, SurveyPlanet, PollMaker etc. can be extremely beneficial. A variety of other tools can be used to provide constructive feedback to students in addition to the ones listed above such as Audacity (for audio feedback), Jing (the video feedback platform), Kalzena etc. Maintaining genuine connections with students and other stakeholders means keeping feedback as constructive as possible while also remaining approachable.

Constructive and ongoing review of student’s participation

Responses are required for tasks that necessitate participation in a debate or forum. The motivation for giving up can come from teachers or other classmates. Students will frequently give up if they perceive that no one is reading or watching what they are writing, reading, speaking or doing.

Time management tools

Checklists assist students in organising their thoughts as well as the time they have available to complete their learning modules, formative or summative assessments.

Stay away from gimmicky tools that aren’t worth your time. Keep your attention on the teaching and learning process rather than on the bells and whistles, and you’ll be just fine. There are a wealth of great materials readily available, and there is no need to recreate the wheel if you can find something available online that you can use for training your students.

Give students research activities

Provide research tasks that have been pre-planned and critically evaluated in advance. The internet may be a complicated and intimidating world if you don’t know where to look. Project-based learning offers a wide range of alternatives for customisation, and there are many of them.

Self-assessment and reflection activities

Self-assessment and reflection should be made available to students at all levels of education.

Be available to support your students

It is acceptable to say that online learning can be difficult at times. Create a situation where you are available to assist others when they require it. The phrase “remote” does not necessarily imply the idea of being “on your own.”

Offer students choices for learning and submitting the work

It is important that students be given the opportunity to exhibit their work in a variety of mediums.

What is the learners’ perception of the learning environment?

The perceived relevance of the course to a student is almost certainly the single most essential aspect in motivating them to engage in and complete the course, and this perception is required for optimal learning. The importance of describing the usability, value, and relevance of the course from the beginning of each course session cannot be overstated. Make it clear to your students how your course serves as a prerequisite for more advanced courses, how it will aid them in the acquisition of specific abilities, or how it addresses topics that the students find particularly interesting.

Focus on equity and accessibility

The expansion of online learning has exacerbated the problems of equity and accessibility that have long plagued the VET and higher education. Despite the fact that people may have access to technology, not everyone has reliable high-speed Internet connections or a distraction-free study place. Be aware of the obstacles that students may encounter, keeping in mind that students’ degrees of comfort with online learning can vary greatly, and that some students may be located in different time zones than others. The suspicion that their classmates are cheating is widespread among students, and with good reason. As a result of the current political climate, our students are experiencing a wide range of issues. Some students require academic aid, while others require technology assistance to complete their assignments. Many, possibly the majority, of students require non-academic support services. Many people’s mental health requirements are not being provided in a satisfactory manner. Another group of people requires support in keeping a good balance between their various responsibilities and priorities. It is possible to reach out to students in a proactive manner or to send notifications if there is evidence that they are falling behind in their studies. You have the ability to send out alerts to your students, to provide them with support, and to accomplish excellent outcomes. All you have to do is investigate and discover the legally permissible methods of accomplishing your goals.

Show empathy with your students

The importance of empathy has never been greater than it is right now. Encourage your students to try their best in all they do. Using scaffolding, such as rubrics, check lists, sample responses to test questions, background material, glossaries, and so on, students can better structure their learning and achieve greater success. Consider giving yourself some wiggle room when it comes to deadlines and the ability to redo assignments.

Prepare for the future

There is little indication that things will return to normal in the near future and we must assume that a large component of VET and higher education will continue to be given online for the foreseeable future. However, we have a professional and moral obligation to ensure that students learn just as much as they would have in the time prior to the pandemic. Take the initiative and meet the challenge head-on.

Tools, techniques and technologies for e-learning

Let’s discuss some of the tools, techniques and technologies that you can use for e-learning:

  1. Frequent announcements: It may seem obvious, but giving students with a regular announcement about what is occuring in the topic (and the world) – aim to do so regularly – helps them feel more connected and a sense of belonging.
  2. Prepare a brief weekly video announcement, such as the following: Explain the week’s goals and objectives, how this ties to past learning and subject outcomes, and any advise you have for students on assessment progress (for example, “By this time, you should have finished your peer feedback”).
  3. Establish online discussions in your learning management system (LMS) and ensure that you participate in them. This is similar to what you would do in a traditional classroom setting. Encouragement, adjusting assumptions, and remembering to mention and emphasise accomplishment are all important!
  4. Establish “Virtual Office Hours,” during which students are aware that you are available to reply to questions via email or discussion board.
  5. Set explicit expectations for how you want students to behave and engage with one another early on in your subject’s development. Also crucial is to demonstrate these behaviours and interactions yourself, such as being concise, being respectful, and fostering friendly discourse.
  6. You can use discussion boards to address subject-specific issues and also for more informal discussions such as introductory or general discussions.
  7. Bring about conversation by using direct questions, conflicts, cases, situations, and concerns or problems that are relevant to the subject matter.
  8. Make sure to participate in the discussion on a frequent basis and to acknowledge students when they make good remarks, give links to resources, or assist other students in the topic.
  9. Useful aspects that are found in other elements of your subject, such as in your digital lectures, announcements, or online tutorials, should be mentioned explicitly in your digital lectures.
  10. Allocate a minor percentage of the overall grade for participation in discussion forums.

In our upcoming newsletters, we will continue to explore the tools, techniques, and technologies that can be used to deliver quality training online.

CAQA Digital

Through our partner initiatives Online Media Solutions (OMS) and CAQA Digital, we can assist you with your e-learning requirements. Contact us at for more information.

Scorm, HTML5 and m-learning? Need help?

Until recently the high degree of interactivity, immersive graphics, and fascinating animations of Adobe Flash made it one of the most popular authoring tools for eLearning courses. With fewer smartphones and tablets being able to support Flash, HTML5 and SCORM compliant files are quickly becoming the preferred formats and standards among eLearning professionals.

SCORM compliant files, HTML5 files, and e-learning files are now available for purchase from CAQA for use in your learning management systems. We are in the process of developing these files to satisfy the demands and requirements and we are currently accepting orders for the development of any e-learning/ m-learning training and assessment resources that you require.

What is a SCORM file?

SCORM, which stands for Shareable Content Object Reference Model, is a set of technical standards for eLearning software products. SCORM instructs programmers and developers on how to construct their code in such a way that it would “play nicely” with other eLearning applications. It is the de-facto industry standard for interoperability in eLearning environments.

What is an HTML5 file?

The Hypertext Markup Language 5 (HTML5) version is the most recent and most stable version of the Hypertext Markup Language standard. It can be used quite easily and effectively on content management systems (CMS) as an extremely sophisticated system for organising and presenting content on the internet. At its inception, its goal was to develop websites that were compatible with a wide range of devices. As learning approaches transitioned to the digital realm, HTML5 became increasingly useful in producing responsive courses and in quick e-learning production, among other applications.

Because HTML5 is capable of supporting rich media, immersive graphics, interactions, and working well on mobile devices, it is an excellent choice for e-learning application development. It comes pre-loaded with the ability to play music and video, eliminating the need for third-party plugins.

Can you convert HTML5 files to SCORM files?

HTML5 content can be created and exported as a SCORM or non-SCORM file, depending on the platform.

What is m-learning?

Learning with mobile devices, also known as m-learning or mobile learning, is defined as “learning in numerous contexts through social and content exchanges while using personal electronic devices.” M-learners, a type of distance education, take advantage of instructional technology on their mobile devices at their convenience.

If you need any assistance related to SCORM files, HTML5 files, e-learning resources, m-learning content, contact us at

Celebrating the 12th anniversary of Career Calling

Can you believe Career Calling has been in operation for 12 years? This is a fantastic opportunity to thank everyone who has contributed to making Career Calling what it is today.

Here are a few words from our CEO, Sukh Sandhu, to commemorate the occasion:

What began as a dream, has grown into Career Calling becoming a leading provider of training and education services in Australia. This has been made possible through the dedication and commitment of each and every team member.

I would like to express my gratitude to our clients. Please know that we appreciate your ongoing support, and I hope to continue to work with you for many years to come!

Assessment issues that may have an impact on your RTO audit (Part 2)

This is Part 2 continuing from the previous newsletter. As discussed in Part 1 of this article, there are a number of assessment-related issues that may affect your audit outcome. You should ensure your assessment resources, therefore, meet the following criteria:

  • The context and conditions of assessment. For example, an assessment tool could be developed to cater for a particular language, literacy and numeracy requirements, the learner’s workplace experience or other learner needs that require reasonable adjustment.
  • The context of the assessment may also take into account assessments already completed, and the competencies demonstrated in these assessments. By looking at the context, you can consider the conditions under which evidence for assessment must be gathered.
  • All activities are conducted adequately using the required:
    • equipment or material requirements
    • contingencies
    • specifications
    • physical conditions
    • relationships with team members and supervisors
    • relationships with clients/customers
    • timeframes for completion.
  • Assessment methods or tasks are suitable to the requirements of the units of competency and students are assessed on the tasks and activities according to the requirements of the training package.
  • The language used is simple English
  • The evidence required to make a decision of competency is clearly outlined
  • The types of activities and tasks student need to perform are clearly outlined
  • The level of performance required for each assessment activity is clearly outlined
  • Adequate exposure to workplace conditions, including appropriate simulated environments
  • Sufficient knowledge-based assessment tasks and activities such as written questions and case studies etc.
  • Sufficient practical based assessment tasks and activities such as projects, role plays, workplace tasks and observations etc.
  • Assessment resources are error-free and free from any grammar, copyright or plagiarism issues

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