How to complete a compliant Trainer Matrix – Part 2 of Part 5

To refresh yourself, please find Part 1 here

The majority trainers are unaware of the value of having an accurate and up-to-date trainer matrix available as a road map to the training planned, designed, and offered to learners and ultimately also for the audit and verification purposes. Part of a training organisation’s responsibility is to assist trainers to keep these up to date. You may fall behind if you do not remain on top of compliance criteria, and you may not know it until your trainers and assessors are unable to prepare or assess the students they have been assigned.

We have discussed a number of most critical aspects of a compliant Trainer Matrix in our last article. They were:

  • What is a Trainer Matrix?
  • What are the variety of uses of using a Trainer Matrix?
  • What are the ASQA guidelines related to trainer and assessor matrix?
  • Why should you retain sufficient evidence related to trainers and assessors?

In this part, we will discuss:

  • The definition of a trainer matrix according to regulatory guidelines
  • ASQA Guidelines on trainer matrixes.
  • What must be included in a trainer’s matrix.
  • Who must complete the skills matrix in your RTO?
  • The trainer file and checklist

The definition of a trainer matrix according to regulatory guidelines

The trainer matrix feature allows trainers and RTO administration to track and manage evidence that will support the requirements of vocational competencies, current industry skills, VET knowledge and skills and professional development (clauses 1.13 – 1.16 under Standards for RTOs 2015).

The trainer matrix, therefore, provides evidence of the qualifications and industry currency of trainers involved in program delivery, mapped to each unit they deliver and assess. A trainer’s matrix should be developed when a trainer is initially assigned to deliver and assess a unit/s. Existing trainers assigned should update their matrixes at least annually to record additional industry experience, trainer qualifications changes/upgrades and relevant professional development.

ASQA Guidelines on trainer matrixes:

There is no prescribed way of recording evidence of verification of trainer and assessor qualifications; this is an operational decision for each RTO. For example, RTO’s may choose to record the verification within their RTO’s trainer and assessor matrix. (FAQs)

What must be included in a trainer’s matrix.

From the explanation above, it is evident that a skills matrix must include sufficient and unambiguous information:

    1. The document should be appropriately labelled and version controlled.
    2. The RTO’s name, code and contact details should be included
    3. Trainer name and contact details
    4. Department name and contact details, if applicable
    5. Information if it is for “initial registration or appointment as a trainer/assessor” or “annual update”.
    6. Information and details about the qualifications or unit/s of competency the trainer/assessor is training and/or assessing at the RTO.
    7. The Trainer/Assessor must include their work experience and qualifications that enable them to train and assess each unit of competency delivered. This information should be verified by bona fide qualification documentation, a resume, references and information which may be checked to confirm authenticity.
        • Vocational competencies at least to the level being delivered and assessed;
        • Current industry skills directly relevant to the training and assessment being provided; and
        • Current knowledge and skills in vocational training and learning that informs their training and assessment
    8. You must record your vocational education and training (VET) work experience. Details and description of the duties, the name of the employer or organisation, the position held, and date/s and time worked.
    9. You must record your vocational education and training qualification and equivalence. Name of the course achieved, the institution from where it is obtained, and the dates received. This section can also be used for writing down other certificates and licenses obtained.
    10. You must record your training and assessment (TAE or equivalent) credentials and qualifications (according to clause 1.14 and clause 1.15). Please also include the following information:Training and Assessment Credentials Required – Trainers
      On or prior to 30 June 2019 (no equivalence)

      • TAE40110 or TAE40116* or
      • TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
      • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
      • Diploma related to adult education OR
      • Higher qualification in adult education

      From 1 July 2019 (no equivalence)

      • TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
      • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
      • Diploma related to adult education OR
      • Higher qualification in adult education

      Training and Assessment Credentials Required – Assessors

      On or prior to 30 June 2019 (no equivalence)

      • Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
      • TAE40110 or TAE40116* or
      • TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
      • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
      • Diploma related to adult education OR
      • Higher qualification in adult education

      From 1 July 2019 (no equivalence)

      • Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
      • TAESS00001 plus one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or
      • TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
      • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher level qualification in adult education OR
      • Diploma related to adult education OR
      • Higher qualification in adult education

      You must, therefore, have a Training and Assessment Qualifications section on your skills matrix and options to select the checkboxes or let the Trainer/Assessor write the training and assessment qualification/s they have acquired.

    11. Provide details of how you meet the vocational competence requirements of each unit you are delivering or assessing. This may be through holding the same unit of competency, holding an older version of the same unit and verifying there are no gaps, holding an older version of the same unit and providing details of how gaps have been addressed, other formal qualifications, professional development activities, evidence from work in the industry, etc.
      Please ensure all areas of the unit of competency are addressed through the evidence provided. Provide examples and explain each criterion to ensure you have addressed all areas of the unit of competency. If the units are not equivalent (e.g. a Statement of Attainment for the specific unit/course has not been submitted), a mapping document must be provided to demonstrate how the units have been mapped to ensure vocational competency. In some cases, such mapping document may be provided by the RTO.
    12. You must have a section to comply with the professional development requirements mentioned under Vet Quality Framework (VQF) Reference: SRTO 1.16
      Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, the currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency-based training and assessment. Examples of professional development activities include:

      • participation in courses, workshops, seminars, conferences, or formal learning programs;
      • participation in mentoring, professional associations or other learning networks;
      • personal development through individual research or reading of publications or other relevant information;
      • participation in moderation or validation activities; and
      • participation in industry release schemes.

      Identify any areas requiring professional development to address in the upcoming year. Where possible, identify where professional development may be undertaken. Once professional development has occurred, remove from this section and put the details in the appropriate sections of the skills matrix.

      “The future professional development needs” must include the following professional development sessions:

      • Knowledge about the units of competency
      • Vocational training and learning knowledge
      • Industry currency
      • Assessment and/or learner resource validation
      • Competency-based training and assessment
      • E-learning/ technology and industry changes and their effect on VET training and assessment
    13. You must include the evidence of current knowledge and skills in vocational education and training to inform training and assessment practices (Vet Quality Framework Reference: SRTO 1.13c) The section may include the following fields: Activity, Organisation/person provided by, Dates Undertake, Time involved, Type of Activity, Knowledge or skills gained
    14. You must include a declaration and verification section to confirm that the information provided on the Trainer Matrix and any related documentation is true and accurate. You give permission to your employer to verify the accuracy of any information provided.In short, a valid trainer matrix includes the following information:
      • Training Product/s delivered and/or assessed;
      • Mapping to the compliance and regulatory standards (Trainers and assessors’ clause 1.13 to 1.16 and Individuals working under the supervision of a trainer clause 1.17 to 1.20.);
      • Ongoing study towards completion of formal qualifications
      • PD and Industry currency in the last 12 months;
      • Employment history;
      • Positions held, employer, dates of employment;
      • Relevant industry experience/training;
      • Current appointments, memberships of professional/industry associations;
      • Professional development planned; and
      • Have a declaration and verification checklist

      It is also recommended that all resumes/CVs are verified for currency and authenticity through the undertaking of reference checks.

Who must complete the skills matrix in your RTO?

It is the responsibility of the trainer/assessor to confirm that the information presented in the skills matrix is complete, authentic and valid. Your organisation can follow a joint-effort to complete the skills matrix, where the administration or compliance department can develop the template, complete all training package criteria, and then you as a trainer and assessor review all information, fill in the gaps and ensure every statement is true, complete and valid.

The trainer file and checklist

An RTO must hold valid files for all Trainers and Assessors (this includes files for contractors and employees). A valid file includes the following information:

  • Compliance checklist
    • Trainer file checklist
  • Employment contract
    • A signed and dated copy of employment contract and offer letter
    • A signed copy of position description
  • CV/ Resume
    • A current copy of the trainer/assessor’s CV (usually updated on an annual basis)
  • Qualifications/ licenses/ checks
    • Evidence of vocational competencies
    • Evidence of industry currency
    • Evidence of VET currency
    • Training and assessment qualification
    • Vocational licenses/ tickets/ cards (as required)
    • National police clearance check
    • Working with children check
  • Performance management
    • Staff key performance indicators and appraisal (at least an annual basis)
    • Trainer observation forms (observation by RTO staff)
    • Trainer feedback forms (from students)
  • Induction
    • Staff induction checklist
    • Staff induction session
    • Staff handbook
  • Direct supervision
    • Direct supervision plan and documentation (as required)
  • HR/ Payroll/ Leave forms
    • Personal details form with bank details
    • Tax file declaration
    • Superannuation details
    • Business name confirmation (for contractors)
    • ABN and GST (for contractors)  
  • Insurances
    • Copy of professional indemnity insurance

In our next editions, we will discuss:

  • What should be included in the trainer matrix template (With explanation)
  • How to complete a trainer matrix template
  • Review and manage trainer matrix tool

References:

https://www.asqa.gov.au/resources/fact-sheets/meeting-trainer-and-assessor-requirements

April 29, 2021 Compliance Comments Off on How to complete a compliant Trainer Matrix – Part 2 of Part 5

New RTO Resources Now Available!

Here at CAQA we have been busy little bees! There are many new resources now available for sale and plenty more to come.

And don’t forget we currently have 40% off our entire website, so it is a great time to buy!

Some of the new additions ready for delivery now are:

First Aid Resources

HLTAID009 Provide Cardiopulmonary Resuscitation

HLTAID010 Provide Basic Emergency Life Support

HLTAID011 Provide First Aid

BSB Training Packages

We have several units now available to purchase. See here:

ICT Training Packages

We have several units now available to purchase. See here:

Please contact us if you do not find your units. We are busily writing many more for you.

info@caqa.com.au
1800 266 160

March 31, 2021 RTO Comments Off on New RTO Resources Now Available!

Writing your Training and Assessment Strategy – Part 1 of Part 5

A Training and Assessment Strategy (TAS) is the approach of, and method adopted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package or accredited course (Glossary, Standards for RTOs 2015).
The Training and Assessment Strategy (TAS) is a high-level view of a program that guides the learning requirements and the teaching, training and assessment arrangements of a VET qualification. It is a “how-to” guide that defines and explains the process of developing, delivering and managing a training program. 
The Training and Assessment Strategy (TAS) is also called a Learning and Assessment Strategy (LAS), Qualification Delivery and Assessment Strategy (QDAS) or simply; a helicopter document. We strongly suggest you name your document according to the terminology and words mentioned within the Standards for Registered Training Organisations (RTOs) 2015. 
The Training and Assessment Strategy (TAS) is used to convey information such as;

  • The qualification (if applicable) or unit of competency training product codes and titles 
  • Requirements to enrol in the course (set by the RTO)
  • The core and elective units of competency in the course and a rationale 
  • Details of the training product and  alignment with the qualification packaging rules 
  • Prerequisites (pre-existing knowledge and skills) to enrol in the training product (as per the training package)
  • Details of the training organisation and contact person 
  • Any clustering (grouping) of units
  • The learner cohort/ training group (description of employment status, academic background, domestic or international, related industry experience)  
  • The mode and method of training delivery 
  • The mode and method of assessment
  • Entry and exit points 
  • Pathways to, from and employment 
  • Timeframes for delivery and assessment
  • Volume of learning and amount of training 
  • Information regarding work-placement requirements, if applicable 
  • Information how training and assessment is going to take place 
  • Details of staff qualified to deliver and assess the training
  • Equipment, facilities and resources required
  • Explanation and outline of  industry consultation 
  • Explanation and outline of how industry feedback has contributed to changes in training and assessment, facilities and resources, training and assessment skills of trainers and assessors 
  • How the program has been validated 
  • Sequence of delivery of units according to a priority order 
  • Review and approval processes for training and assessment strategies to both staff and regulators (in the case of nationally recognised training).  

This information is initially constructed to form an overarching strategy which will allow the training organisation to validate that it possesses the organisational capacity to deliver the qualification; giving thought to any specific venue, access to equipment as well as qualified staff; both from a vocational and training and assessment perspective.
The Training and Assessment Strategy, therefore,  outlines the macro-level requirements of the learning and assessment process. 
The Training and Assessment Strategy tool or template can be developed using a Word document (.docx). It is an active document and should be modified and updated to match what, where, when and how the training organisation is delivering a training product. 
How auditors use the training and assessment strategy 
The auditors make sure the strategy provides the framework to deliver a quality training product. Their main focus stays on: 

  • Where the training will be delivered 
  • How the training will be delivered   
  • What  the method of the course delivery is
  • What resources and/or support services are provided to the student 
  • Who is delivering the training and any skill-gaps 
  • How clear are entry and exit requirements 
  • How clear the instructions and information for trainers and assessors are when using the strategy 

The regulatory body can ask you to provide a compliant training and assessment strategy at any time before, during or after an audit or any regulatory activity such as at the time of addition to scope application etc. 
You must develop a training and assessment strategy before you start delivering training. The strategy should be validated to ensure it is “fit-for-purpose”. You need to develop training and assessment strategies when you are planning to deliver a course/training product. 
You must have a fit for purpose training assessment strategy for:   

  • each course and/or training product  
  • each delivery mode (class-room based, online, workplace delivery etc) 
  • each learner cohort 
  • each location 
  • or any other variation in teaching, learning, assessment and support arrangements 

Where any variations occur in training and assessment you must provide a modified TAS. A common situation occurs where a training and assessment strategy has been developed for one learner cohort, however the training organisation is asked to deliver to a very different cohort.  For example a TAS initially developed to deliver training to mature students with substantial industry experience with a shorter delivery time frame and assessment methods which utilise the candidates prior experience- or application to the workplace.  If the RTO’s new learner cohort has little to no experience, the TAS will not be fit for purpose. 
There is also no “single size” template for a TAS. All variations must be correctly recorded through a customised or new training and assessment strategy. The training organisation must consider: 

  • How the revised or updated training and assessment strategy provides a clear framework for delivering a quality training product or course 
  • Support needs and requirements to deliver a training product 
  • How the course delivery suits the learner cohort  or alternatively, referring to the opportunity to another provider if the cohort does not meet their business model.

In our next editions, we will discuss: 

  • What should be included in a training and assessment strategy (TAS) template 
  • How to complete a training and assessment strategy (TAS) template 
  • Review and manage training and assessment strategy (TAS) tool 

References: 
https://www.asqa.gov.au/standards/training-assessment/clauses-1.1-to-1.4-2.2

December 1, 2020 Audits, RTO, VET Sector Comments Off on Writing your Training and Assessment Strategy – Part 1 of Part 5

How to complete a compliant Trainer Matrix – Part 1 of Part 5

We believe that representatives of the training organisations and trainers usually do not understand the importance of the correct and current trainer matrix available for audit. If you do not keep on top of compliance requirements, you may fall behind and you will not realise that your trainers can not actually train or assess the students they have been allocated.
In this article we have included some of the most important aspects needed for a compliant Trainer Matrix.
The Trainer Matrix
A Trainer Matrix (sometimes also called staff matrix, training matrix, training chart) is a tool that can be used to track the training and skill levels of a training staff member within an organisation.
A trainer matrix has a variety of uses such as:

  • It tracks the skills, knowledge and expertise required to train and assess a training product
  • It documents and compares the required competencies for a position with the current skill level of the employees performing the role
  • It allows organisations to assess how they can move forward with training programs and initiatives
  • It provides a gap analysis between required and actual knowledge levels
  • It tracks competency levels and supports the development of an action plan to reach the ideal staff skills level
  • It provides the information required for the development of a professional development plan and budget
  • It aids management with development planning by providing a framework of the teaching and training skills (current and future)

 
ASQA guidelines related to trainer and assessor requirements:
As part of the Standards, an RTO’s training and assessment may only be delivered by trainers and assessors who:

  • hold the required credentials (Standards 1.14 and 1.15, Schedule 1 of the Standards)
  • hold vocational competencies at least to the level being delivered and assessed (Standard 1.13[a])
  • have current industry skills directly relevant to the training and assessment being provided (Standard 1.13[b])
  • have current knowledge and skills in vocational training and learning that informs their training and assessment (Standard 1.13[c])
  • undertake relevant professional development (Standard 1.16).

Keeping evidence
Your RTO needs to retain sufficient evidence for each trainer and assessor to show that they can demonstrate appropriate competency, currency and professional development and the RTO must verify the information presented.
Verification may include:

  • contacting the provider named on a person’s evidence (including qualifications) to confirm that the documentation is genuine
  • conducting referee checks at the time of employment to confirm relevant industry experience.

You need to keep the evidence showing how you have verified this information. The best way to do this is in a compliant trainer matrix. The template of a trainer matrix can be prepared using a word-processing tool, spreadsheet or online management system.
In our next editions, we will discuss:

  • What should be included in the trainer matrix template
  • How to complete a trainer matrix template
  • Review and manage trainer matrix tool

References:
https://www.asqa.gov.au/resources/fact-sheets/meeting-trainer-and-assessor-requirements

December 1, 2020 Audits, RTO, VET Sector Comments Off on How to complete a compliant Trainer Matrix – Part 1 of Part 5

What happens when one of the electives in a qualification has been superseded?

There is great confusion in the VET sector, especially now with all the changes that have been made to the BSB, ICT and HLTAID qualifications. We are constantly answering this question:
If an elective has been superseded in a qualification, but the old unit is still listed as the elective, which one am I supposed to use? Especially in the qualifications that have “the elective units can come from the list below or any other unit of competency at the same level…
So we went  straight to the experts to get clarification and this is what ASQA wrote back:

Dear XXX,
Thank you for your email.
The packaging rules for a training package qualification set out the overall requirements to achieve that qualification. The rules define the number of units required to achieve the qualification; this includes the core and named electives. In the case of CHC33015 - Certificate III in Individual Support - HLTAID003 - Provide first aid is a named elective unit.
Sometimes, a qualification or accredited course will specify a core or named elective unit or module that has been superseded, removed or deleted from a training package. In these cases, RTOs must continue to include the component/s as named in the qualification or course being delivered – as mandated by Clause 1.27 of the Standards for RTOs 2015.
Despite the fact that a named elective unit has been superseded, training providers are required to continue delivering HLTAID003 as named by the packaging rules, until such time as the qualification is updated.
However, should a student wish to undertake the unit as a standalone, then you must enrol them into the current unit (eg. HLTAID011) provided it is on your scope of registration.
I trust this information assists, and please do not hesitate to contact ASQA should you have any further enquiries.

 
This  means that you may have to deliver HLTAID003 to your students that are enrolled in a qualification like CHC33015 and HLTAID011 to students that want the latest updated first aid qualification. Confusing? We know. Makes sense? Not really. Better student outcomes? Seems like a long time since anyone worried about what is best for them.

November 30, 2020 Education, VET Sector Comments Off on What happens when one of the electives in a qualification has been superseded?

‘Energising Tasmania’ agreement signed

The Australian and Tasmanian Governments have signed an agreement that will support thousands of Tasmanians through the delivery of fee-free training to develop a skilled workforce for the renewable energy and related sectors.
The Minister for Employment, Skills, Small and Family Business, the Hon Michaelia Cash, said the $17 million Energising Tasmania project will equip Tasmanians with the skills to support the Battery of the Nation initiative.
“The Morrison Government is removing the barriers that inhibit people in Tasmania from taking up further skilling through the vocational education and training (VET) sector such as upfront costs of training,” Minister Cash said.
“In addition, we are supporting Tasmania to establish a local industry advisory group, build capacity in the training market and undertake dedicated workforce planning activities – all aimed at building the skills needed for the critically important Battery of the Nation initiative.
“The advisory group will engage with employers and registered training organisations to support the development of the workforce needed for the renewable energy and related sectors more broadly.”
Assistant Minister for Vocational Education, Training and Apprenticeships, the Hon Steve Irons MP, said Energising Tasmania will support the delivery of high-quality training in priority areas.
“Energising Tasmania will deliver up to 2,500 fully subsidised training places, including traineeships, apprenticeships and pre-apprenticeships, in areas of identified skills need, Assistant Minister Irons said.
Assistance of up to $1,000 per learner will also be available to cover costs associated with training, such as books and materials, and student amenity fees.
Energising Tasmania is part of the Australian Government’s $585 million Delivering Skills for Today and Tomorrow package.

May 12, 2020 News, Others Comments Off on ‘Energising Tasmania’ agreement signed

Interview with The RTO Doctor’s Founding Director – Raelene Bartlett

Raelene is the author of two best-selling books, CRICOS CPR: Top 5 Tips to Rescue Your RTO and Legal Decision-Making under the National Vocational Education and Training Regulator Act 2011 (Cth): An investigation into merits review. As one of Australia’s leading sanction management specialists in VET and international education, she is well known for her outspoken and informed contributions to discussion around VET reform, calling out negligence and keeping the sector accountable. As an ex-regulator, she was an integral to the CRICOS national re-registration project in 2009-2010 which saw the closure of a number of high-profile providers around the country. An outspoken advocate for the sector, Raelene often provides informed discussions on topics that are critical to the future of VET in Australia.

Q1: For those who do not know you, what is your background?
I completed a Bachelor of Education majoring in law and health, completed a Master of Education (Research) in youth suicide prevention, a Graduate Diploma in Adolescent Health and Welfare, as well as a range of VET qualifications in auditing and TAE. I started a Doctor of Philosophy at Monash University in Melbourne on international student safety several years ago but withdrew when I moved to WA. I completed a Graduate Diploma in Australian Migration Law and Practice last year and am currently completing a Bachelor of Laws (Graduate Entry).
From a career perspective, I’ve been a mainstream high school teacher, I worked in prison education, with non-mainstream youth at risk (homeless teens, pregnant teens, kids whose parents were in and out of jail, kids with dual diagnosis issues). I’ve been a VET Trainer and assessor (health and community services), set up health and community services portfolios in large RTOs, managed RTOs, been a regulator with the Department of Education Services in International and Higher Education Regulation and established RTO Doctor in February 2011.
I’ve always been involved in advocacy issues within the VET sector, probably my first real issue that I advocated heavily for in VET was a long time ago in Victoria with ACPET in relation to the issue of work based training for international students. The issues were two-fold. The first was around the requirement of some skills assessment bodies that required certain qualifications and work based training for successful completion or recognition. This really only impacted international students seeking permanent residency at the time because Australian employees did not (and still do not) have to meet the same criteria to be eligible to work in those industries. The second issue was related to how completing the mandatory work placement in these courses impacted international students and their right to work in Australia while their course was in session. There were many courses at the time which required a certain number of work placement hours for recognition of the qualification for international students (domestic students didn’t need to have their qualification recognised) but the training package didn’t require it so, under the National Code at the time, these work based training hours could not be registered n CRICOS causing conflict with the right of international students to work.
Q2: What motivated you to work in an industry which includes a lot of auditing, compliance and many regulations?
Initially, I was motivated by the work I was doing in my PhD. It was on international student safety and how the General Skilled Migration (GSM) Program victimises international students, also focussing on how their own desire to study in Australia contributed to their future victimisation (not so much focussing on the physical violence being experienced at the time ut how systems were exploiting international students and how they willingly engaged with those exploitative systems knowing the inherent risks). I was concerned that if these international students were coming to Australia to study in a country so far from home and where everything is foreign and unknown to them prior to their arrival, then I could at least contribute to the quality of that experience by ensuring that providers were consistently compliant and met their obligations. I’ve always been interested in victimology and supporting the weak, this was just another example.
One day I realised that I could only ever have a small impact by challenging the system in this manner and that if I was to have a bigger impact, I needed to come at it from a different perspective and so came my time as a regulator. The idea was that if I could show providers how to do the right thing, my impact would be greater. I realised though that there was a far greater impact that could be made by assisting providers to respond to allegations of non-compliant behaviour and that perhaps there were secondary victims of the GSM program – providers themselves. As time has gone by and the regulatory framework has changed, my passion for justice and the law has meant that I quite naturally came to specialise in AAT work, giving hope to providers who have risked everything to leave a legacy for our future generations and who, in this process, have become oppressed with very options for survival.
Q3: In the current environment what do you think are the main threats to training organisations?
I think there are a number of threats to RTOs including a lack of leadership and policy direction, financial viability, the inability to exist and operate as a viable long-term business, a rogue regulator, no real industry association that is truly representative of the private sector, the race to the bottom for survival, the lack of regulation around VET service providers (consultants, accountants, website developers, AVETMISS suppliers – there are more and more establishing themselves all the time, most who do not have the qualifications or experience to provide the services that they do; this is a consistent threat to providers in what has become one of the most poorly and highly regulated sectors in the international economy. Australian politics is also a major threat to not just training organisations but Australia’s education and training industry. Australian politics has for decades just put bandaids on a system that it has never understood and the bandaids just keep falling off. If the government is to truly reform Australia’s VET sector, it needs to have a better understanding of it and engage with experts who do.
Q4: What are your views on how we can improve the vocational education and training sector in Australia?
See the previous question, I could turn this into another book otherwise!
Q5: What is your message to organisations that do not spend money or time on improving their systems, processes and staff?
My views are a bit unconventional really. I think there are 2 categories of providers here. I think many providers do spend time and money on these things but they don’t know what they don’t know and are often misguided and exploited by unethical and/or unqualified or poor quality VET service providers. Some of these providers offer these services willingly and intentionally knowing they don’t meet the mark, others are just too naive (or ego-driven) to step aside when they are out of their depth. What makes it worse is the regulator is incredibly poor at providing any guidance on their expectations; it operates in a context of you are guilty until you prove yourself innocent. In this context, it’s impossible to pre-empt what the regulator expects, especially when they are so inconsistent and secondly, despite the many iterations of the legislative framework RTOs operate under, there is still so much grey. This leads me to my second group of providers who, understand that we operate in a legislative framework and sometimes, all you can do is meet the minimum requirements and do what you think. If you have the unfortunate experience of coming face to face with ASQA in its current state, you adjust your systems at that point in time to suit their expectations where it is reasonable. Ultimately, a provider can send themselves into bankruptcy these days trying to pre-empt what ASQA wants and still not get there. Given that they have to make legal decisions based on the legislative framework we all have to operate under, sometimes, it is more time and cost-effective to wait for the legal decision to be made and take action from there. With there being so much subjectivity that prevails in ASQA’s intentions, interpretations, poor quality and approaches to regulation that are not robust, accountable or transparent, it wouldn’t matter how much time or money a provider spent on improving their systems, processes and staff, it would, in today’s regulatory climate, still not be enough.
Q6: What are your views on the comparison between public and private training providers?
I think that if public providers were held to account as much or even close to private providers, there would be no public providers. Having been involved with numerous public providers over the years, I can honestly say that they have far more compliance issues than the majority of private RTOs. I’ve seen some truly horrific accounts of non-compliance in public RTOs that the public would be horrified about but it often gets swept under the carpet. Then there’s those public providers who have connections…
Ultimately, one government body will never shut down another government body – there’s a lot in that if you read between the lines.
Q7: What message would you like to convey to people who plan to work in the VET Sector or are in the industry but do not know where to find help and support?
When people come to me asking for assistance or advice on entering into the VET sector or becoming an RTO, I am ashamed to say that I often ask them ‘Are you mad’? ‘Are you really sure you want to do this’? I actually try to talk them out of it. When you see the horror stories that I have in this industry, the lives that ASQA has ruined, the number of people who have lost everything – their homes, their car, their family, their health, you really start to question the future of this industry and what lies ahead as long as we have the corruption, lack of leadership, transparency, honesty and lack of policy direction that we do. I am fearful for Australia’s VET sector; I’m fearful for the mess that these governments (both Labour and Liberal) have created, neglected and failed. I’m afraid for our future generations and their ability to access the skills that they need to survive in a world that is demanding more and more technical and vocational education. I’m afraid for Australia’s services, suffering immense skills shortages because it’s just too hard to train people to fill those roles or remuneration is not commensurate with what it takes to even graduate one person to fill that gap. As for finding help and support, I have always said ‘Buyer Beware’. There’s a lot of inexperience out there and you don’t know what you don’t know. Don’t be fooled, the mistakes are often life-changing but never in the way you expected.

May 12, 2020 News, RTO Comments Off on Interview with The RTO Doctor’s Founding Director – Raelene Bartlett

Annual declaration on compliance

Are you confident that your RTO meets current compliance requirements with RTO standards? Or do you need help?
All Australian Registered Training Organisations (RTOs) are required to submit an annual declaration on compliance with the RTO standards applicable to their organisation on or before 31st March 2018.
The CEO Declaration
The declaration is a legal document and the CEO must be truthful and completely open and transparent in making the declaration. The CEO is making the declaration to ensure that the RTO complies with all requirements of the VET Quality Framework as relevant to the training products on the RTO’s scope. There are a number of penalties under the National Vocational Education and Training Regulator Act 2011 that all CEOs should be aware of.
https://www.legislation.gov.au/Details/C2017C00245
Failure to submit this annual declaration is a breach of conditions of registration as an RTO.
Annual declaration requirements
An annual declaration confirms the CEO has systematically monitored the RTO’s compliance with the Standards and whether any issues identified they have been rectified or otherwise appropriately risk-managed. The declaration must be signed by the RTO’s Chief Executive Officer (CEO), who is responsible for the RTO’s operations.
The declaration requires the CEO to testify that:
all information about the RTO on training.gov.au is accurate (or, if it is inaccurate, that ASQA has been notified of necessary changes
to the best of the CEO’s knowledge, all owners and high managerial agents meet the Fit and Proper Person Requirements.
Demonstrating compliance includes, but is not limited to, showing how the RTO complies with (if applicable):

  • the NVR Act and the legislative instruments it enables
  • the VET Quality Framework
  • legislation, regulations and standards related to delivery of training to overseas students
  • VET Student Loans legislation and rules
  • workplace health and safety legislation and regulation
  • santi-discrimination legislation and regulations

consumer protection requirements
The CEO needs to ensure that the RTO currently complies with each national standard and if not, what actions are being taken to remedy non-compliance, especially but not limited to, the following compliance areas:
1. Training and assessment strategies
The RTO has a compliant Training and Assessment Strategy (TAS) for each course delivery type (such as online, classroom, workplace, distance, blended) and cohort of student (domestic, International).
2. Industry consultation
The RTO has conducted a ‘range of Industry consultations’ and systematically used the outcome of the Industry engagement to ensure the Industry relevance of the training and assessment strategies, practices and resources and current industry skills of the trainers and assessors.
3. Trainers and assessors
The RTO has sufficient trainers to deliver each training product on the scope. The trainers/assessors have demonstrated their vocational competency and Industry currency at each unit level and meet VET knowledge and currency requirements. The trainer and assessor files contain signed copies of their annually updated resumes, certified qualifications and skills matrixes.
4. Pre-enrolment information
Information, whether disseminated directly by the RTO or on its behalf, is both accurate and factual and provides students with sufficient information to make an informed decision to enrol in the course with your RTO.
5. Validation schedule
The RTO has implemented a plan for ongoing systematic validation of assessment practices and judgements for each training product on the RTO’s scope of registration including;
when assessment validation will occur;
which training products will be the focus of the validation;
who will lead and participate in validation activities;
how the outcomes of these activities will be documented and acted upon.
As per ASQA’s Standards for RTOs 2015, the RTO’s validation plan must ensure that:
All training product on the RTO’s scope of registration undergoes validation at least once every five years.
The RTO must validate at least 50 per cent of the training products in the first three years of the cycle.
You may need to validate certain training products more often where specific risks have been identified, for example, if your RTO’s industry consultation identifies areas of particular risk. ASQA may from time to time determine specific training products that must have particular attention paid to them and this advice is published to www.asqa.gov.au.
You can read more about validation schedule and conducting validation at https://www.caqa.com.au/validation-and-moderation-services.
6. Training and assessment materials
The RTO has sufficient, industry-relevant, compliant resources and materials to train and assess all training products on your RTO’s scope. The training and assessment materials meet the training package requirements and Industry expectations.
7. Language, literacy and numeracy and support requirements
The RTO can demonstrate how it identifies language, literacy, numeracy and learning requirements for each and every student in every course and how the RTO will provide adequate support for them.
8. Transition planning
The RTO has prepared a compliant transition plan to demonstrate that:
the commencement of a new learner in a training product which is no longer current (i.e. the training product has been superseded, removed or deleted from the National Register); and
the time-frame in which an RTO must complete the training, assessment and AQF certification documentation issuance for learners enrolled in a training product which is, or becomes, no longer current.
9. RTO Policies and Procedures, Forms and Manuals, Records management system and Practices
The RTO has compliant policies, procedures, forms, manuals, records management systems for effective retrieval, retention and protection of records, complaints management, regulatory compliance, minimising litigation risks, safeguarding important information, better management decision making, version control and RTO practices to ensure the organisation follow a compliant framework to maintain its registration with the regulatory bodies.
10. AVETMISS compliant database
The RTO has collected and reported ‘Total VET Activity’ data. This includes full Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) data, in accordance with the National VET Provider Collection Data Requirements Policy.
11. Compliant testamurs, statement of attainment and record of results
The RTO must ensure it is issuing compliant testamurs, statement of attainment and record of results to all eligible students
12. Collection and reporting of Quality Indicators and Total VET activity data
The Data Provision Requirements 2012 requires all registered training organisations (RTOs) registered with ASQA to provide an annual summary report of their performance against the learner engagement and employer satisfaction quality indicators to ASQA. You must also make sure, your organisation has recording and reporting Total VET activity data according to the requirements of NCVER and regulatory bodies. Your RTO is required to meet these data provision requirements as a condition of registration. Regulatory body may impose regulatory penalties if your RTO does not meet these data provision requirements.

May 11, 2020 ASQA, Audits, News, RTO, VET Sector Comments Off on Annual declaration on compliance

We hear loud & clear message from business-VET sector is not meeting your workforce needs-PM Scott

Strong comments regarding the Australian VET system were made by Prime Minister Scott Morrison in his speech to the Business Council of Australia (BCA).

“We hear loud and clear the message from the business – that our Vocational Education and Training (VET) sector is not meeting your workforce needs.

I’m not going to throw more money into a system that is not working, we are going to fix the system so we can invest better in it.

Informed by the outstanding report delivered by Steven Joyce, Commonwealth and state and territory governments are working constructively, they are working together to develop and implement our reform road-map. And Minister Cash will be meeting with her state and territory counterparts this Friday to advance that agenda.”

We would also like to share the comments of our VET industry leaders on this report: 

“Nothing will change if the money is thrown at the same groups who caused, and continue to cause, the problems that the VET system experiences today.

I am certain that, had they known how to create and maintain a world-leading VET system, the groups with the most sway over our system would have done so by now. The evidence before us shows, however, that either there was no desire to do so, or there was no idea how to.

It is beyond comprehension that anybody, armed with the skills and desire to do so, would deliberately ignore the massive opportunities we have had in the past to once more be at the forefront of global VET. But that our system is amongst the worst suggests that it was not the strength to do so that was – and remains – missing, but the ability. It is incomprehensible, therefore, that they would receive any more taxpayers money to keep us near the bottom.

Sadly, I feel that this is exactly what will happen.”

“ASQA is responsible for the failure of the VET system in Australia”

“How on earth can a small business take on apprentices and trainees with all the complexity involved these days?

Navigating through entitlements, superannuation, the different types of leave, insurance, pay rates, compliance etc could take hours and hours of research and when you are under the pump trying to keep your business afloat, I can imagine it would be a nightmare – and that’s even before you manage your own business affairs – such as BAS, your own records and requirements and getting work in the door.

It’s not a case now of just paying someone a wage and that’s it. All employers have to be HR experts, Superannuation experts, Payroll experts, Insurance experts, Compliance experts. For many people, it’s all just too hard.”

We as an industry representative and stakeholders are seeking answers to the following questions: 

  1. If our VET system is not meeting the needs of the learners or industry then who is it serving? A few Government bureaucrats who keep creating chaos and complete disorder in the industry.

  2. Are there deliberate efforts by these bureaucrats to derail the VET system? What is the background of these bureaucrats working in the vocational education and training sector?

  3. What initiatives are the Government implementing to change the unpredictable, inconsistent and highly toxic culture of our current vocational education and training regulator?

  4. Why has a regulator been allowed to destroy hundreds of Australian businesses by using unqualified and inexperienced auditors?

May 9, 2020 News, VET Industry News, VET Sector Comments Off on We hear loud & clear message from business-VET sector is not meeting your workforce needs-PM Scott

Are you looking for a VET professional to join your team? Or perhaps you are looking for your next career opportunity?

Specialising in recruitment Australia wide, Career Calling Jobs work with a large number of qualified and passionate candidates searching for the next challenge in their career within the VET sector.
Our platform receives an extraordinary number of applications from candidates who are specifically seeking employment in the industry.
We are currently working with professionals who are looking for new career opportunities in the following positions:
– Training Coordinators
– Trainers & Assessors
– Compliance Managers
– Administration Officers
– Business Development Managers
– RTO Managers
– CEO & Other Executive Positions
We help employers to find the best talent for their company. We recognise that hiring is a complex and costly process. However, it can be less complicated and completed on a budget by using our services.
We have various packages available depending on the needs of the organisation.

Advertising Only

$165

 

Advertising & Screening

$275

 

Advertising & Recruitment

 $550*

 

Advertising, Recruitment & Employee Administration

 $750*

Our recruitment team has extensive knowledge of the VET sector. Having worked in numerous roles within RTO’s for many years means, we appreciate the nature of the industry and the skills, knowledge and experience employers are looking for in staff. We understand exactly what competencies employees require to work effectively and maintain compliance.
We are dedicated to providing a quality service to both employers and candidates to ensure the outcome is long-lasting and successful. Allow us to help you find outstanding talent for your company so you can continue focusing on the success of your business.
Whether you are looking for the next member of your team or you are considering your next career move, we can help you.
To view all of our current vacancies or to view our packages in more detail, please visit our website at www.jobs.careercalling.com.au
To have a chat with our Recruitment Coordinator about our services please contact Claudia Simeone on 1800 266 160 or email jobs@careercalling.com.au

February 20, 2020 News, VET Sector Comments Off on Are you looking for a VET professional to join your team? Or perhaps you are looking for your next career opportunity?

I paid for it – why don’t I own it? – the copyright trap, article by Margaret Ryan, Lawyer and Trade Marks Attorney

If your business commissions a graphic artist to create a logo and brand collateral for the business, who owns the copyright in the artwork? Have you thought about this?

It is important that businesses do think about this when commissioning third parties to create artistic works and literary works. These works can include:

  • logos;
  • artwork and wording on product packaging and brand collateral;
  • product information such as manuals;
  • photographs;
  • advertising; and
  • social media.

 

This is because the default position in Australia is that the author or his/her employer will own the copyright, not the commissioning party. This usually comes as a shock to most businesses because they assume that “if I pay for it, I own it”. In order to own the copyright, it is normally necessary to obtain a written copyright assignment from the author or his/her employer, such as the graphic design company or advertising agency.

It is best that this be done at the start of the engagement, when the business can exercise the maximum leverage over the author/employer. If the author is not prepared to assign the copyright, the business can go elsewhere.

If there has not been a copyright assignment, the business can still use the copyright material for the purpose for which it was prepared. However, problems can arise if the business wishes to use the material for a different purpose – for instance, instead of just using artwork on shopping bags, caps and T-shirts promoting the products, the business wants to use the artwork on a wide range of merchandise to be sold separately. Without a copyright assignment or an agreement from the author to use the artwork in such a broad way, the business would need to go back to the author and ask for permission to do this – and possibly pay an additional fee.

The question of ownership of copyright often comes up when someone else is copying the logo or collateral of the business. This may amount to a copyright infringement, which can be a useful claim for the business to be able to make to stop the infringing conduct. However, unless the business owns the copyright (or at least has a written exclusive licence to use the copyright) the business cannot make this claim. It is often at this time that a lawyer will suggest that the business try and get an assignment of the copyright. However, this may not be so easy if there is no ongoing relationship with the author or the author is difficult to locate. Alternatively, the author may be prepared to assign the copyright but only for a (sometimes substantial) fee.

It is recommended that a business think about copyright ownership at the outset of commissioning artistic or literary works so that they can agree in writing on who owns the copyright. This is best practice for businesses who understand that copyright is an important business asset.

 

29 January 2020

This article provides general information only, and is not intended as legal advice specific to your circumstances. Please seek the advice of a lawyer if you have any particular questions.

For more information, please contact Margaret Ryan at 

 

Margaret Ryan

Lawyer and Trade Marks Attorney

IP by Margaret™

E: margaret@ipbymargaret.com.au 

W: www.ipbymargaret.com.au 

PH: 03 9402 0778

February 20, 2020 News, VET Sector Comments Off on I paid for it – why don’t I own it? – the copyright trap, article by Margaret Ryan, Lawyer and Trade Marks Attorney

Understanding the National Vocational Education and Training Regulator Amendment Bill 2019

In 2017, the Hon Karen Andrews MP, the Assistant Minister for Vocational Education and Skills, commissioned a review of the National Vocational Education and Training Regulator Act 2011 (NVETR Act) and its associated legislative framework. The review was part of the Australian Government’s commitment to ensure the quality of the national vocational education and training (VET) sector into the future.

Professor Valerie Braithwaite from Australian National University conducted the review to determine the legislative capacity of the Australian Skills Quality Authority (ASQA) to efficiently and effectively regulate the sector, evaluate if ASQA’s functions and powers are consistent with best regulatory practice and assess the ability of the system to meet industry and student needs. Professor Braithwaite was also asked to investigate reforms that could improve outcomes for students.

The review report is available here.

Another expert review of Australia’s vocational education and training sector was conducted by  the Honourable Steven Joyce.

The review report is available here.

The National Vocational Education and Training Regulator Amendment Bill 2019, suggested by the minister and VET stakeholders, is the result of the recommendations of Professor Valerie Braithwaite and Steven Joyce. We did our research and have identified that this bill is highly influenced by the Australian Skills Quality Authority’s submission to the Review of the National Vocational Education and Training Regulator Act 2011. The copy of the ASQA’s submission is available via the following link here: 

This bill was introduced and read for the first time in the senate on 4th Dec 2019. The second reading debate occurred on the 5th February 2020. No proposed amendments have been suggested and/or made in the Amendment bill in the first or second debate. The bill is now almost ready to be introduced to the second house and the final text of the bill will be passed with or without any amendments by both the House of Representatives and the Senate which is presented to the Governor-General for assent. 

It is important to understand this bill as it will be bringing a number of substantial changes to ASQA’s regulation of the vocational education and training sector. 

It remains unclear how the proposed amendments will help the Australian Government and training and education sector to have a more transparent and balanced regulator that builds quality and capacity in the VET sector.

The suggested amendments are in relation to: 

Training organisation’s registration requirements, 

It appears under the amendment act the entry into the training market will be stringent. The total number of RTOs are already reasonably stable in recent years but these new changes will significantly reduce the number of organisations applying to become a registered training organisation (RTO). The proposed reform numbers one and two of ASQA’s submission are considered in full to make this change. 

The organisations will be required to demonstrate a genuine purpose of a commitment to providing high-quality VET and capability to do so to be a training organisation. The training organisation will also be responsible to demonstrate the establishment of a sustainable business model, with a focus on ensuring adequate resources are readily available for the proposed scope of registration. 

Conditions and decision timings relating to National VET Regulator (NVR) registered training organisations (NVR RTOs); 

The amendment bill includes information about the period for which the condition will be imposed and how organisations should be notified. 

Notification requirements for NVR RTOs in relation to changes to the operation of an NVR RTO or events likely to significantly affect an NVR RTO’s ability to comply with the VET Quality Framework; 

The stringent notification requirements are suggested to be made mandatory. The legislation enforces a policy of continuous disclosure on an RTO, notifying ASQA when there are likely to be significant changes to an RTO or when an event occurs that is likely to significantly affect an organisation’s ability to be compliant.    

Reviewable decisions made by the delegate of the NVR; 

Section 203 includes information about the reviewable decisions made by the delegate of the NVR. 

Compliance standards and conditions for accredited courses; 

There are a number of compliance standards and conditions suggested for accredited courses. Such as section 47: 

A person in respect of whom a VET accredited course is accredited must: 

  • comply with the conditions set out in sections 47A, 47B and 47C; and 
  • comply with any conditions imposed on the accreditation of the VET accredited course under subsection 48(1).

 

Preparation and publication of audit reports by the NVR; 

ASQA will be required to publish audit reports to its own website. The format and timings of publication of these reports are not clear yet. The amendment bill states the following after section 17A: 

17A Requirements for audits conducted in relation to applications for registration

        1. The National VET Regulator must prepare a report of an audit conducted under subsection 17(3) in relation to an application for registration.

        2. The report must: 

          • (a)  be in a form (if any) approved by the Minister; and

          • (b)  comply with the requirements (if any) prescribed by the audit report rules for the purposes of this paragraph.

        3. The report must not include personal information , unless the personal information is the name of: 

          • (a)  the applicant; or 

          • (b)  an N VR registered training organisation.

        4. The National VET Regulator must comply with the requirements (if any) prescribed by the audit report rules relating to the publication of the report.

 

Electronic sharing and publication of information authorised by the NVR; 

The proposed changes suggest that no personal information should be made available through publication of the audit reports or electronic sharing. This change is to meet the requirements of the Privacy Act 1988 (Privacy Act) and the Australian Privacy Principles (or APPs). For more information, please refer here.

The other changes include the following: 

  • information that the NVR is required to enter on the National Register; 
  • the NVR’s powers to request documents in electronic form, use of enforceable undertakings and to allow for regulatory decisions to be stayed while under reconsideration; 
  • cancellation of VET qualifications and statements of attainment; 
  • the minister’s powers to issue directions to, and determine certain fees charged by, the NVR; 
  • certain offence provisions relating to the delivery of a VET course; 
  • processes for the appointment of acting Commissioners, the Deputy Chief Commissioner and the Chief Commissioner of the NVR; and the NVR’s annual operational and corporate plans; and to make a number of technical amendments; and National Vocational Education and Training Regulator (Transitional Provisions) Act 2011 to provide for transitional arrangements.

 

For more information regarding the changes and how they will affect you, contact us at info@caqa.com.au.

February 20, 2020 ASQA, News, VET Industry News Comments Off on Understanding the National Vocational Education and Training Regulator Amendment Bill 2019

The pillars of Quality Assurance – Part 1 of Part 3

Quality Assurance (QA) is a way of preventing mistakes and defects in manufactured products and avoiding problems when delivering products or services to customers; which ISO 9000 defines as “part of quality management focused on providing confidence that quality requirements will be fulfilled”. QA is, therefore, the process of quality planning plus quality control.  

The quality assurance process in education and training 

Quality assurance involves the systematic review of educational provisions to maintain and improve quality, equity and efficiency. It encompasses organisational self-evaluation (internal audits), external evaluation (including inspection), the evaluation of staff (trainers, support staff and management), and evaluation of learner training and assessments. Developing and implementing a strong quality assurance systems is crucial to building and supporting high-quality, inclusive education and training. 

The difference between QA and QC 

Quality Assurance and Quality Control are two terms that are often used interchangeably. Although similar, there are distinct differences between the two concepts. 

Quality Assurance

Quality assurance can be defined as “part of quality management focused on providing confidence that quality requirements will be fulfilled.” The confidence provided by quality assurance is twofold—internally to management and externally to customers, government agencies, regulators, certifiers, and third parties. An alternate definition is “all the planned and systematic activities implemented within the quality system that can be demonstrated to provide confidence that a product or service will fulfill requirements for quality.”

Quality Control

Quality control can be defined as “part of quality management focused on fulfilling quality requirements.” While quality assurance relates to how a process is performed or how a product is made, quality control is more the inspection aspect of quality management. An alternate definition is “the operational techniques and activities used to fulfill requirements for quality.”

Conceptualising quality in education and training

Harvey and Green (1993) explore the nature and usage of quality in relation to higher education and point out that quality is a relative concept. Harvey (2004–12) provides definitions that are summarised below. 

  • The exceptional view sees quality as something special.
  • Quality as perfection sees quality as a consistent or flawless outcome.
  • Quality as fitness for purpose sees quality in terms of fulfilling a customer’s requirements,needs or desires.
  • Quality as value for money sees quality in terms of return on investment.
  • Quality as transformation is a classic notion of quality that sees it in terms of change from one state to another. In educational terms, transformation refers to the enhancement and empowerment of students or the development of new knowledge. 

 

Another perspective on the concept is offered by Cheng (2001), who states that the worldwide education reforms have experienced three waves since the 1970s. He proceeds to identify three paradigm shifts in quality improvement in education: 

  • internal quality assurance,which ‘makes an effort to improve internal school performance,particularly the methods and processes of teaching and learning’;
  • interface quality assurance, which emphasises ‘organisational effectiveness, stakeholders satisfaction and market competitiveness and makes an effort to ensure satisfaction and accountability to the internal and external stakeholder’;
  • future quality assurance,which is defined ‘in terms of relevance to the new school functions in the new century as well as relevance to the new paradigm of education concerning contextualised multiple intelligences, globalisation, localisation and individualisation’. 

 

Quality assurance in a training organisation 

In a training organisation, quality assurance is part of almost everything from industry engagement, development of  training and assessment strategies, advertisements and marketing, student enrolment and admission, identifying and categorising individual student needs, provision of assistance and support, developing and delivering quality training and assessment, recording and awarding of certification to data archival processes. 

We will focus on the main pillars of Quality Assurance in our coming series of articles and include the following three pillars: 

  • Responsibility and accountability 
  • Documents and records control 
  • Continuous improvement
February 20, 2020 ASQA, News Comments Off on The pillars of Quality Assurance – Part 1 of Part 3

The VET Sector News- February 2020

Coronavirus travel ban sees Chinese students miss start of university, Australia’s tertiary education sector scrambling

More than 100,000 Chinese students will not be able to start their university and TAFE classes in Australia because of the travel ban put in place to curb the spread of coronavirus.

On Saturday, the Federal Government banned anyone arriving from, or transiting through, mainland China from coming to Australia.

With most university classes due to start next week, the ban has thrown Australia’s higher education sector into chaos. 

For more Information, please visit here.

SA Govt invests in vocational education and training

More young South Australians are in training and on the pathway to new jobs due in part to strong investment and reforms in South Australia’s Vocational Education and Training (VET) system.

The latest data from the Productivity Commission’s annual Report on Government Services (ROGS) reports that the Marshall Liberal Government delivered the highest boost to skills training and funding in the nation in percentage terms in VET in 2018, boosted non-government training providers, and delivered improved employment outcomes for students.

Highlights for South Australia include:

  • An additional $54.3 million in State Government recurrent funding, or a 38.1 percent increase in 2018.
  • Non-government providers were supported by an additional $11 million or a 28 percent increase from 2017, the largest increase in the nation in percentage terms.
  • 5 percent of government funded VET graduates aged 20 to 64 improved their employment status after training in 2019 -above the national figure of 64.7 per cent.

 

For more Information, please visit here.

ACT has highest student participation and employment

The ACT has the highest participation in education across early childhood, tertiary, vocational and graduate training, according to the 2020 Report on Government Services, enabling Canberrans to secure good jobs and valuable skills.

“The ACT is the knowledge capital of the nation and these results show the ACT Government’s is successfully supporting Canberra students to reach their full potential,” said Chief Minister and Minister for Tertiary Education Andrew Barr.

Vocational education and training

“For the sixth year in a row, the ACT had the highest number of government-funded vocational education and training students participating in courses at Certificate III to Diploma level or above,” said Minister for Tertiary Education Andrew Barr.

“We also continue to have the nation’s highest number of Aboriginal and Torres Strait Islander students employed and/or undertaking further study after completing a course.

“The ACT Government remains committed to investing in high-quality vocational education and training programs.”

“We are investing in a new state-of-the art ICT campus to be built in Woden. CIT Woden will provide a modern, purpose built campus that’s expected to bring an extra 6,500 students to the Woden town centre each year to support local business and industry.”

For more Information, please visit here.

Report on Government Services 2020

The Australian, State and Territory governments’ recurrent expenditure (including user cost of capital) on VET totalled $6.0 billion in 2018 — a real decrease of 4.0 per cent from 2017.

Nationally in 2018:

  • an estimated 4.1 million students participated in total VET, and around 1.1 million students participated in government‑funded VET
  • there were 3830  registered VET training organisations delivering nationally recognised training in Australia. Around 1747 government funded VET providers delivered nationally recognised, locally developed and non-nationally recognised training, at 30 485 locations in Australia
  • around 722 200 qualifications were completed by total VET students aged 15—64 years — equivalent to 44.1 qualifications per 1000 people. Around 346 800 qualifications were completed by government-funded VET students aged 15—64 years — equivalent to 21.2 qualifications per 1000 people.

Nationally in 2019:

  • 88.6 per cent of all government-funded 2018 VET graduates were satisfied with the overall quality of their training
  • 67.0 percent of 20—64 year old total VET graduates from 2018 improved their employment status after training.

The VET system aims to deliver a productive and highly skilled workforce through enabling all working age Australians to develop and use the skills required to effectively participate in the labour market and contribute to Australia’s economic future. To achieve this, the Australian, State and Territory governments aim to create a national training system that:

  • is accessible to all working age Australians
  • meets the needs of students, employers and industries
  • is high quality.

 

Governments aim for a national training system that meets these objectives in an equitable and efficient manner.

For more Information, please visit here.

‘Energising Tasmania’ agreement signed

The Australian and Tasmanian Governments have signed an agreement that will support thousands of Tasmanians through the delivery of fee-free training to develop a skilled workforce for the renewable energy and related sectors.

The Minister for Employment, Skills, Small and Family Business, the Hon Michaelia Cash, said the $17 million Energising Tasmania project will equip Tasmanians with the skills to support the Battery of the Nation initiative.

“The Morrison Government is removing the barriers that inhibit people in Tasmania from taking up further skilling through the vocational education and training (VET) sector such as upfront costs of training,” Minister Cash said.

“In addition, we are supporting Tasmania to establish a local industry advisory group, build capacity in the training market and undertake dedicated workforce planning activities – all aimed at building the skills needed for the critically important Battery of the Nation initiative.

“The advisory group will engage with employers and registered training organisations to support the development of the workforce needed for the renewable energy and related sectors more broadly.”

Assistant Minister for Vocational Education, Training and Apprenticeships, the Hon Steve Irons MP, said Energising Tasmania will support the delivery of high-quality training in priority areas.

“Energising Tasmania will deliver up to 2,500 fully subsidised training places, including traineeships, apprenticeships and pre-apprenticeships, in areas of identified skills need, Assistant Minister Irons said.

Assistance of up to $1,000 per learner will also be available to cover costs associated with training, such as books and materials, and student amenity fees.

Energising Tasmania is part of the Australian Government’s $585 million Delivering Skills for Today and Tomorrow package.

For more Information, please visit here.

Malaysian university seeks partner for short-term study abroad program in Australia

A Malaysian public research university seeks an Australian university partner for a study abroad program for undergraduate and postgraduate cohorts.

For more Information, please visit here.

Singapore’s first undergraduate health degree in speech and language therapy

Australian universities will now face intense competition for allied health enrolments as a Singapore institute launches the market’s first degree program in speech and language therapy. Australia has long been a top destination for Singaporean students seeking speech therapy qualifications.

For more Information, please visit here.

Mitchell Institute releases new report and sounds VET funding alarm

The Mitchell Institute recently shared the results from the Australian Investment in Education: Vocational Education and Training report, showing that funding for vocational education and training (VET) is at its lowest level in more than a decade, leaving Australia at risk of failing to properly provide high-quality training for the estimated 45 per cent of new jobs needing VET qualifications in the next five years.

The findings will be of particular interest to the early childhood education and care (ECEC) sector in light of publicised workforce shortages which fall at a time when state governments are rolling out initiatives which will require more qualified educators to meet initiative demands. 

Every state and territory government, the report found, had cut VET funding over the past decade, with overall funding falling to 15 per cent below levels in 2006. New South Wales has experienced one of the largest declines, report authors said, with a decline in recurrent funding of 21 per cent in real terms compared to 2006, while Victoria has seen its funding almost halve since 2012.

Mitchell Institute Education Policy Fellow Peter Hurley warned that the funding crisis was “making it especially difficult for quality VET providers to sustain high course standards”.

Ensuring a quality education for VET students, and meeting the growing demand for skilled workers is only possible, Mr Hurley said, when governments increase funding for VET courses. 

For more Information, please visit here.

VET Student Loan Caps Lifted

The Australian Government has announced that the VET Student Loan limits have been increased for a number of courses, with the changes scheduled to come into effect from today, 29 January 2020. More than one hundred courses have seen the VET Student Loan cap increase, reflecting advocacy undertaken by ITECA and other stakeholders to ensure students have access to loans that more closely reflect the cost of delivery.

For more Information, please visit here. 

Coronavirus advice for RTOs

The Department of Health has released updated advice to RTOs in relation to the coronavirus outbreak.

If a student or staff member has travelled to Hubei Province, China, within the past 14 days, isolation is recommended for 14 days after leaving Hubei Province.

If a student or staff member has been in close contact with a confirmed case of novel coronavirus, isolation is recommended for 14 days after last contact with the confirmed case. Students and staff in these circumstances should not attend college and must avoid contact with other students and staff.

If a student or staff member travelled to mainland China in general but not Hubei Province, the Department does not currently recommend self-isolation. The development of cases outside of Hubei Province is being closely monitored and this advice will be updated if necessary.

For more Information, please visit here.

Five things RTOs need to know in 2020

Every ASQA registered provider needs to stay on top of the basics of registration.

Here is how you can keep track of some of your key obligations this year.

For more Information, please visit here.

The new ASQA website 

If you’ve visited asqa.gov.au before, you will probably notice that the page layout looks a little different. Here are some changes to be aware of:

  • Simplified main menu labelling and added  ‘Students’ tab.
  • Relocated information about making a complaint under the ‘About’ heading.
  • Both the Users’ guide to the Standards for RTOs 2015 and Users’ guide to the Standards for VET Accredited Courses can be accessed from any page on the site, via links in the top left of the page header. In addition, the Users’ guide to the Standards for RTOs 2015 can now be browsed by either subject chapter or standard—whichever you prefer.
  • The FAQs are now grouped by popular topics. You can now also browse FAQs alphabetically by topic.
  • Search results can now be filtered by content type.
  • An Upcoming events page, it’s now easier to find out details of the next webinar or presentation.
  • Edited website content to be easier to read and reorganised information to follow logical user pathways.

 

For more Information, please visit here.

Australian visas exploited by “criminal people smuggling syndicates”

In her speech to the annual John Curtin Lecture, Labor’s immigration spokesperson, Kristina Keneally, spoke about the surge in bridging visas under the Coalition’s term in office, which has been fuelled by “criminal people smuggling syndicates… running a work scam”:

For more Information, please visit here.

These are the 15 most in-demand skills in Australia right now, according to LinkedIn

Whether you’re looking to get a new gig, a promotion or a pay rise, what you can do for an employer will always be the most important thing you can bring to the table.

“Learning not only helps Australians build skills and improve in their roles, it has a strong correlation to a change in mindset, boost confidence and open doors to new opportunities,” LinkedIn Learning Asia-Pacific senior director Jason Laufer said in a release.

It’s in this vein that LinkedIn has revealed the 15 most sought-after skills in the country right now, and made some of its own courses free for the rest of January.

“By sharing insights about the most valuable skills in the workplace today, our goal is to help more professionals own their careers, cultivating the essential soft skills and most current hard skills.”

For more Information, please visit here.

February 20, 2020 News, VET Industry News Comments Off on The VET Sector News- February 2020

Coronavirus travel ban sees Chinese students miss start of university, Australia’s tertiary…

https://www.vetsector.com/post/coronavirus-travel-ban-sees-chinese-students-miss-start-of-university-australia-s-tertiary

February 18, 2020 ASQA, News, Others Comments Off on Coronavirus travel ban sees Chinese students miss start of university, Australia’s tertiary…

SA Govt invests in vocational education and training

https://www.vetsector.com/post/sa-govt-invests-in-vocational-education-and-training

February 18, 2020 News, VET Industry News, VET Sector Comments Off on SA Govt invests in vocational education and training

ACT has highest student participation and employment

https://www.vetsector.com/post/act-has-highest-student-participation-and-employment

February 18, 2020 News, Others Comments Off on ACT has highest student participation and employment

Report on Government Services 2020

https://www.vetsector.com/post/report-on-government-services-2020

February 18, 2020 News, Others Comments Off on Report on Government Services 2020

Malaysian university seeks partner for short-term study abroad program in Australia

https://www.vetsector.com/post/malaysian-university-seeks-partner-for-short-term-study-abroad-program-in-australia

February 18, 2020 News, Others Comments Off on Malaysian university seeks partner for short-term study abroad program in Australia

Singapore’s first undergraduate health degree in speech and language therapy

https://www.vetsector.com/post/singapore-s-first-undergraduate-health-degree-in-speech-and-language-therapy

February 18, 2020 News, Others Comments Off on Singapore’s first undergraduate health degree in speech and language therapy
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