CAQA Recruitment – The current job vacancies

Resource writers

CAQA Resources is looking for qualified instructional writers and subject matter experts to develop training materials for the community services and health services industries. If you are interested, email your resume and cover letter to info@caqarecruitment.com.au

Marketing Manager

This role is responsible for setting and applying the strategic direction and for the day to day management of our organisation’s marketing, communications, digital innovation, and community activities. Reporting to the CEO, this position will also play a pivotal role as a member of the management team of CAQA. The position will suit a person who wants to work from home.

Duties

  • Oversee the development, implementation and ongoing evaluation of CAQA’s strategic marketing and communications strategies covering brand, products, services and sales promotions;
  • Assess and provide recommendations on potential digital projects, including but not limited to the evolution of CAQA’s websites, lead generation platforms, customer communication opportunities;
  • Manage social media profiles, create ongoing content and encourage engagement;
  • Oversight of all communication activities to achieve communications objectives, maintaining consistency in message and presentation;
  • Manage relationships with external agencies and suppliers in relation to marketing, communication and business development initiatives;
  • Management and control of the marketing budget;
  • Create and monitor insightful reporting across marketing activities, including campaigns and website.

Preferred Experience

  • Experience in marketing, and/or product management roles required
  • Interest in the Vocational Education and Training environment
  • Advanced skills in Adobe Creative Suite
  • Experience using a website CMS
  • Experience using marketing software
  • Experience with Pipedrive CRM, or similar

For more information, contact info@caqarecruitment.com.au

Customer Service/Administrator

CAQA Resources is growing and we are now looking for a Customer Service/Administrator person to join our team. To be successful in this role you will need exceptional attention to detail and great English language skills. You will need to know your way around Microsoft Office and you must be able to work both as part of a team and manage your own workload. Location is irrelevant as the position will suit a person who wants to work from home.

Our customers are High Schools, RTOs and TAFEs. They mainly approach us by email, but we also receive a number of calls and requests for additional information. You must be an Australian citizen or permanent resident.

We are looking for someone who will stay with us long term, has the ability to grow with the role, and who is interested in learning about compliance and the VET sector. Previous VET experience will be helpful but is not essential.

For more information, contact info@caqarecruitment.com.au

June 12, 2022 News Comments Off on CAQA Recruitment – The current job vacancies

The VET Sector News- June 2022

World University Rankings 2022

The Times Higher Education World University Rankings 2022 include more than 1,600 universities across 99 countries and territories, making them the largest and most diverse university rankings to date.

The table is based on 13 carefully calibrated performance indicators that measure an institution’s performance across four areas: teaching, research, knowledge transfer and international outlook.

For more information, please click here.

What new gov’t in Australia means for int’l education

Industry leaders and experts are looking forward to working with the new government in Australia to usher in a recovery for the international education sectors in the country. Last week, Universities Australia, Independent Tertiary Education Council Australia and Independent Higher Education Australia welcomed Jason Clare on his appointment as minister for education.

Along with addressing the skills shortages for degree-educated workers, conducting Australia’s research and helping to tackle the challenge of climate and energy transition, universities can “find ways to navigate through a challenging geopolitical landscape and the sensitivities in our region”, chief executive Catriona Jackson reminded.

ITECA added that new minister for Skills and Training Brendan O’Connor can “look to the nation’s independent skills training sector with confidence as it leads on several key measures of employer and student satisfaction”.

“We look forward to working with Ministers O’Connor and Clare as we look towards a more integrated tertiary education system, one in which the skills training and higher education sector operate as one yet retain their separate strengths and identities,” Troy Williams, ITECA chief executive, noted.

For more information, please click here.

Young workers wired in to become most in-demand tradies in Australia

Electricians are among the most in-demand tradespeople in Australia, according to the National Electrical Contractors Association (NECA). And employers find it difficult to attract suitably qualified and experienced tradespeople.

With growth projected in the construction and infrastructure sectors and a strong uptake in renewable energy, the skills shortages only look likely to worsen.

For more information, please click here.

UK losing ground on international PhD student recruitment

The UK is losing ground to Germany, Canada and Australia in attracting international doctoral students despite its success in recruiting Chinese postgraduates, a new study says.

While the UK remains the biggest destination for PhD students outside the US, the overall number of international doctoral candidates has fallen by 5 per cent, or about 2,400 students, since 2016 to 48,579 in 2019, according to a Universities UK report published on 9 June.

The number of European Union-based doctoral students has fallen even more sharply, with EU entrant numbers in 2020-21 – 3,320 – down 22 per cent compared with 2013.

Meanwhile, international doctoral numbers rose in Germany and Canada by 63 per cent and 34 per cent – to around 30,000 and 18,000 in 2019 – respectively compared with 2013. Over the same period, the UK’s numbers rose by just 2.7 per cent.

Those trends saw the UK’s market share of international doctoral numbers fall from about 21 per cent to 19 per cent between 2013 and 2019, despite significant growth from China, from where entrant numbers have increased by 22 per cent since 2017-18, standing at about 3,800 in 2020-21.

For more information, please click here.

Australian PM under pressure to increase migrant intake to address dire worker shortage

New Australian Prime Minister Anthony Albanese is under pressure to lift the nation’s migration intake cap due to a dire shortage of workers that is forcing some businesses to restrict hours and services.

Before the pandemic, Australia easily filled its annual quota, which has been set at about 160,000 permanent migrants a year since 2017.

But Australia’s strict international border closures from 2020 until earlier this year disrupted flows of skilled migrants as well as short-term arrivals such as international students and working holidaymakers.

As a result, Australia has experienced a sharp drop in its number of foreign workers, just as its economy has been surging and labour demands are at record highs.

The Australian Bureau of Statistics (ABS) revealed on Wednesday (June 8) that there were about 420,000 vacant jobs across the country, accounting for 2.8 per cent of all jobs – the highest level on record.

Unemployment is currently at 3.9 per cent, the lowest rate since 1974.

For more information, please click here.

Australian visa backlog keeping engineers out of country amid skills shortage

The engineering job vacancy rate has increased 97% in 12 months, something the main industry body, Engineers Australia, fears could have a “catastrophic” impact, including by delaying major infrastructure projects relied upon for the nation’s economic recovery.

The wait times for the 476 visa – designed for recent engineering graduates who want to live, work or study in Australia for up to 18 months – has blown out to a staggering 41 months since 2018.

For more information, please click here.

Aus: $110m student housing opens in Adelaide

The building, which can accommodate 725 students, is one of Adelaide’s tallest at 118 metres and features study spaces, outdoor terraces, a gym, cinema, communal kitchens and lounges.

Yugo, a global student housing operator that launched last year in a merger of three of GSA’s brands, is managing the accommodation.

The company says it has seen “positive interest” in Yugo Adelaide City, with 90% of students arriving from international locations.

For more information, please click here.

Swinburne climbs 25 places to Top 300 globally

Swinburne University of Technology has climbed 25 places to number 296 in the QS University World Rankings 2023, claiming a coveted Top 300 spot.

The latest rankings success follows a period of significant growth and achievement for Swinburne, with the university rising more than 200 places in the QS rankings since 2015.

The result confirms Swinburne’s place in the Top 1% of universities globally in both the QS rankings and the latest Academic Ranking of World Universities (ARWU).

Swinburne’s Deputy Vice-Chancellor (Research), Professor Karen Hapgood said, “Swinburne is a young university with a long history and we are proud to be building a prototype of a new and different university.

For more information, please click here.

Australia has second-worst skills crisis in developed world

Australia is experiencing the second most severe labour shortages in the developed world, according to the latest OECD economic outlook, reinforcing calls for immediate government action to fix the skills crisis.

A record almost 3 per cent of all jobs were vacant in the March quarter, with 420,000 out of about 15 million positions waiting to be filled, according to data released by Australian Bureau of Statistics on Wednesday.

For more information, please click here.

Make research integrity training mandatory, say 73% of Australian researchers

The results of the first national survey to investigate research integrity in Australia, a collaboration between the Australian Academy of Science and publisher Springer Nature, indicate broad support for mandatory research integrity training. The survey found that whilst 68% of respondents stated that their institution offered research integrity related training and 50% stated it was mandatory, 73% felt that such training should be mandatory for all those holding a research position.

Key findings from the survey include:

  • When asked to describe Research Integrity, including practices related to it, 86% of the responses focused on positive research traits, the most popular being ethical, honest and transparent. Under 10% of responses made statements related to research misconduct.
  • 68% of respondents indicated that their institution provided training on research integrity, with 88% of institutional management responding in the affirmative, as compared to 72% of senior researchers, 69% of mid-level researchers and 65% of early-career researchers.
  • Current training has a greater focus on policy and guidance than practical skills, yet eight of the top ten subjects that respondents felt would be most beneficial related to practical data-related topics such as data storage and management.
  • A quarter of those surveyed felt that there was a research integrity problem in their field, but this concern was disproportionately distributed, with many more researchers from the life sciences indicating concern than those from the physical sciences.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on The VET Sector News- June 2022

Make research integrity training mandatory, say 73% of Australian researchers

The results of the first national survey to investigate research integrity in Australia, a collaboration between the Australian Academy of Science and publisher Springer Nature, indicate broad support for mandatory research integrity training. The survey found that whilst 68% of respondents stated that their institution offered research integrity related training and 50% stated it was mandatory, 73% felt that such training should be mandatory for all those holding a research position.

Key findings from the survey include:

  • When asked to describe Research Integrity, including practices related to it, 86% of the responses focused on positive research traits, the most popular being ethical, honest and transparent. Under 10% of responses made statements related to research misconduct.
  • 68% of respondents indicated that their institution provided training on research integrity, with 88% of institutional management responding in the affirmative, as compared to 72% of senior researchers, 69% of mid-level researchers and 65% of early-career researchers.
  • Current training has a greater focus on policy and guidance than practical skills, yet eight of the top ten subjects that respondents felt would be most beneficial related to practical data-related topics such as data storage and management.
  • A quarter of those surveyed felt that there was a research integrity problem in their field, but this concern was disproportionately distributed, with many more researchers from the life sciences indicating concern than those from the physical sciences.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Make research integrity training mandatory, say 73% of Australian researchers

Australia has second-worst skills crisis in developed world

Australia is experiencing the second most severe labour shortages in the developed world, according to the latest OECD economic outlook, reinforcing calls for immediate government action to fix the skills crisis.

A record almost 3 per cent of all jobs were vacant in the March quarter, with 420,000 out of about 15 million positions waiting to be filled, according to data released by Australian Bureau of Statistics on Wednesday.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Australia has second-worst skills crisis in developed world

Swinburne climbs 25 places to Top 300 globally

Swinburne University of Technology has climbed 25 places to number 296 in the QS University World Rankings 2023, claiming a coveted Top 300 spot.

The latest rankings success follows a period of significant growth and achievement for Swinburne, with the university rising more than 200 places in the QS rankings since 2015.

The result confirms Swinburne’s place in the Top 1% of universities globally in both the QS rankings and the latest Academic Ranking of World Universities (ARWU).

Swinburne’s Deputy Vice-Chancellor (Research), Professor Karen Hapgood said, “Swinburne is a young university with a long history and we are proud to be building a prototype of a new and different university.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Swinburne climbs 25 places to Top 300 globally

Aus: $110m student housing opens in Adelaide

The building, which can accommodate 725 students, is one of Adelaide’s tallest at 118 metres and features study spaces, outdoor terraces, a gym, cinema, communal kitchens and lounges.

Yugo, a global student housing operator that launched last year in a merger of three of GSA’s brands, is managing the accommodation.

The company says it has seen “positive interest” in Yugo Adelaide City, with 90% of students arriving from international locations.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Aus: $110m student housing opens in Adelaide

Australian visa backlog keeping engineers out of country amid skills shortage

The engineering job vacancy rate has increased 97% in 12 months, something the main industry body, Engineers Australia, fears could have a “catastrophic” impact, including by delaying major infrastructure projects relied upon for the nation’s economic recovery.

The wait times for the 476 visa – designed for recent engineering graduates who want to live, work or study in Australia for up to 18 months – has blown out to a staggering 41 months since 2018.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Australian visa backlog keeping engineers out of country amid skills shortage

Australian PM under pressure to increase migrant intake to address dire worker shortage

New Australian Prime Minister Anthony Albanese is under pressure to lift the nation’s migration intake cap due to a dire shortage of workers that is forcing some businesses to restrict hours and services.

Before the pandemic, Australia easily filled its annual quota, which has been set at about 160,000 permanent migrants a year since 2017.

But Australia’s strict international border closures from 2020 until earlier this year disrupted flows of skilled migrants as well as short-term arrivals such as international students and working holidaymakers.

As a result, Australia has experienced a sharp drop in its number of foreign workers, just as its economy has been surging and labour demands are at record highs.

The Australian Bureau of Statistics (ABS) revealed on Wednesday (June 8) that there were about 420,000 vacant jobs across the country, accounting for 2.8 per cent of all jobs – the highest level on record.

Unemployment is currently at 3.9 per cent, the lowest rate since 1974.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Australian PM under pressure to increase migrant intake to address dire worker shortage

UK losing ground on international PhD student recruitment

The UK is losing ground to Germany, Canada and Australia in attracting international doctoral students despite its success in recruiting Chinese postgraduates, a new study says.

While the UK remains the biggest destination for PhD students outside the US, the overall number of international doctoral candidates has fallen by 5 per cent, or about 2,400 students, since 2016 to 48,579 in 2019, according to a Universities UK report published on 9 June.

The number of European Union-based doctoral students has fallen even more sharply, with EU entrant numbers in 2020-21 – 3,320 – down 22 per cent compared with 2013.

Meanwhile, international doctoral numbers rose in Germany and Canada by 63 per cent and 34 per cent – to around 30,000 and 18,000 in 2019 – respectively compared with 2013. Over the same period, the UK’s numbers rose by just 2.7 per cent.

Those trends saw the UK’s market share of international doctoral numbers fall from about 21 per cent to 19 per cent between 2013 and 2019, despite significant growth from China, from where entrant numbers have increased by 22 per cent since 2017-18, standing at about 3,800 in 2020-21.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on UK losing ground on international PhD student recruitment

Young workers wired in to become most in-demand tradies in Australia

Electricians are among the most in-demand tradespeople in Australia, according to the National Electrical Contractors Association (NECA). And employers find it difficult to attract suitably qualified and experienced tradespeople.

With growth projected in the construction and infrastructure sectors and a strong uptake in renewable energy, the skills shortages only look likely to worsen.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on Young workers wired in to become most in-demand tradies in Australia

What new gov’t in Australia means for int’l education

Industry leaders and experts are looking forward to working with the new government in Australia to usher in a recovery for the international education sectors in the country. Last week, Universities Australia, Independent Tertiary Education Council Australia and Independent Higher Education Australia welcomed Jason Clare on his appointment as minister for education.

Along with addressing the skills shortages for degree-educated workers, conducting Australia’s research and helping to tackle the challenge of climate and energy transition, universities can “find ways to navigate through a challenging geopolitical landscape and the sensitivities in our region”, chief executive Catriona Jackson reminded.

ITECA added that new minister for Skills and Training Brendan O’Connor can “look to the nation’s independent skills training sector with confidence as it leads on several key measures of employer and student satisfaction”.

“We look forward to working with Ministers O’Connor and Clare as we look towards a more integrated tertiary education system, one in which the skills training and higher education sector operate as one yet retain their separate strengths and identities,” Troy Williams, ITECA chief executive, noted.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on What new gov’t in Australia means for int’l education

World University Rankings 2022

The Times Higher Education World University Rankings 2022 include more than 1,600 universities across 99 countries and territories, making them the largest and most diverse university rankings to date.

The table is based on 13 carefully calibrated performance indicators that measure an institution’s performance across four areas: teaching, research, knowledge transfer and international outlook.

For more information, please click here.

June 12, 2022 VET Industry News Comments Off on World University Rankings 2022

Message from the CEO (22 May 2022)

Message from the CEO

As we usually say, change is the one thing that is consistent in the VET sector, and this month is no exception. The national regulatory body is going through a number of fundamental changes, and this is fantastic news for the Australian VET sector. When compared to a few years ago, the sector is home to a significantly less number of concerns. We are hopeful that this positive development will be maintained and that the industry will continue to work while keeping all students, their future advancement, and careers in mind.

This issue features a variety of articles that are relevant to our audience, such as how to become a registered training organisation, how does technology in education based on the fourth industrial revolution differ from earlier approaches, developing interpersonal skills, quality management systems and many more.

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

Sukh Sandhu

CEO

May 22, 2022 VET Sector Comments Off on Message from the CEO (22 May 2022)

How to become a Registered Training Organisation in Australia.

There are a number of requirements that need to be met in order to become a Registered Training Organisation (RTO) in Australia. These include:

  • having a business name and ABN
  • being a legal entity in Australia
  • having appropriate insurance cover
  • having a physical presence in Australia
  • having suitably qualified staff
  • having robust policies and procedures in place
  • having appropriate financial standing

Have appropriate resources, including staff, facilities and equipment, to deliver the training and assessment services it intends to offer;

What is a Registered Training Organisation (RTO)?

The term “RTO” refers to a company that provides nationally accredited vocational education and training (VET). RTOs are approved by a regulatory body.

Traditional vocations, advanced technical training, para-professional and professional studies as well as pre-employment and basic skills programs are all offered by RTOs in Australia. It is possible for RTOs to be owned by the government (state or territory) or by a private company. The training.gov.au website, which took the role of Australia’s former National Training Information Service (NTIS) and now lists all of Australia’s registered training organisations (RTOs) and the qualifications they are authorised to deliver, is a national register for VET.

Until an organisation is registered and listed on the national register, training.gov.au, it cannot promote, offer to provide, deliver, or assess VET courses. Unless you are a registered RTO, it is an offence to advertise or provide VET services.

Choose your industry

Choosing your industry is an important first step, as different industries have different requirements for RTOs. For example, some industries may require you to have specific qualifications or experience in order to be registered. Researching the requirements thoroughly will help you ensure that you are able to meet them and increase your chances of being successful in your application for registration.

Once you have chosen your industry and researched the requirements, you will need to prepare your application for registration. This will involve providing evidence that you meet the registration requirements, such as qualifications, experience and insurance.

Research the Australian Vocational Education and Training (VET) system and industry you would like to operate in

The second step in becoming an RTO is to conduct industry research. This will help you understand the training landscape and what is required to become an RTO. You will need to consider:

  • The type of training you want to offer
  • The needs of the target market
  • The regulatory environment
  • The competition

Once you have a good understanding of these factors, you can start the process of becoming an RTO. This involves registering with the National VET Regulator and meeting all the quality standards.

This research will help you to develop a clear plan for your RTO, and will ensure that you are aware of all the requirements that need to be met.

Develop your business plan

Once you have researched the VET system, you will need to develop a detailed business plan for your RTO. Your business plan should outline your RTO’s purpose, goals, and strategies. It should also include a marketing plan, financial projections, and a quality management system.

Develop your training and assessment strategies, systems, products and services

The next step in becoming an RTO is to develop your training and assessment strategies, system, products and services. You will need to identify the needs of your target market and design your products and services accordingly. It is important that your products and services meet the Australian Qualifications Framework (AQF) standards. You can find more information on the AQF website. Organisations such as CAQA Resources can help you to develop your training and assessment strategies, products and services.

For more information, please refer to:

Prepare your application, click here.
Requirements and responsibilities, click here.
RTO application assessment, click here.
Guide to current ASQA fees and charges, click here.

Meet the requirements for registration: Demonstrate compliance with regulatory requirements and registration with the regulatory body

In order to meet these requirements, RTOs must also be able to demonstrate their compliance with the Standards for Registered Training Organisations (RTOs) 2015. These standards are designed to ensure that RTOs deliver quality training and assessment services that meet the needs of industry and learners.

Your organisation will need to have:

  • a business structure and management processes that support the delivery of high quality training and assessment services
  • well trained and qualified staff who are able to deliver quality training and assessment services
  • appropriate facilities, equipment and training and assessment resources to enable the delivery of high quality training and assessment services
  • systems and processes in place to monitor and review the quality of training and assessment services delivered by the RTO.

Apply for registration with the relevant authority

Once an organisation has met all of the necessary requirements, they can then apply for registration with the Australian Skills Quality Authority (ASQA). ASQA is the national regulator for the vocational education and training (VET) sector in Australia.

Registration with ASQA is not automatic and organisations must provide evidence that they meet all of the necessary requirements. Once an organisation has been registered, they will be issued with an RTO number which must be displayed on all of their marketing materials.

Be audited by the regulatory body

After you have been registered, ASQA will conduct an audit of your RTO to ensure that you are complying with the Standards. This audit may involve on-site visits, interviews with staff and students, and a review of your documentation and records. You will need to address any non-compliance issues that are identified during the audit.

Maintain your registration

If your application is successful, you will be issued with an RTO registration number which allows you to operate as an RTO in Australia. You will also be subject to ongoing monitoring and reporting requirements to ensure you continue to meet the standards for registration. This includes keeping up to date with any changes to the Standards, and ensuring that your RTO continues to meet all of the requirements. ASQA may conduct audits or reviews at any time, and you may be deregistered if you are found to be non-compliant.

Becoming an RTO in Australia is a complex process, but it is possible to do if you are willing to put in the hard work.

We hope this article has been helpful in outlining the steps that need to be taken in order to become a registered training organisation in Australia. If you have any further questions, please don’t hesitate to contact us.

May 22, 2022 RTO Comments Off on How to become a Registered Training Organisation in Australia.

How to become a trainer and assessor in Australia.

There is currently a high demand for qualified trainers and assessors in Australia, so if you have the relevant skills and qualifications, you should be able to find work in this field.

Becoming a trainer and assessor can be a rewarding career choice, allowing you to share your knowledge and expertise with others. It can also be a great way to further your own professional development.

To become a trainer and assessor in Australia, there are certain requirements that must be met.

Legislative and regulatory requirements:

Trainers and assessors must comply with the following SRTOs 2015 requirements:

Clauses 1.13 – 1.16

Trainers and assessors who deliver any Australian Qualifications Framework (AQF) qualification or skill set from the Training and Education Training Package (TAE10, TAE or its successor) are also required to meet additional requirements, outlined in Clauses 1.21 – 1.24.

Understand the role and responsibilities

A Trainer is someone who develops and delivers training to individuals or groups. Trainers are responsible to deliver training programs that meet the needs of individual learners. Trainers are required to have strong communication and presentation skills, expert knowledge in the subject area, as well as the ability to customised training programs.

An assessor is someone who is responsible for assessing a learner’s competence against set standards and expectations. This involves conducting observations, interviews and written tests. Good assessors need to be able to give constructive feedback and identify areas for improvement.

They seek to guarantee that the credentials earned by individuals meet regulatory and compliance standards for acquiring those credentials, which are sometimes governed by a governmental framework.

As a trainer and assessor, you will be responsible for identifying the various needs of students and creating effective learning options to meet these needs. This will involve liaising with individuals, industry and education sectors to ensure the provision of relevant programs and services, planning, designing and delivering course curriculum and method of instruction, ensuring that they are engaging for students. This includes advising students on courses and related matters, as well as teaching students using teaching aids including presentation of lesson materials, discussions, workshops, laboratory sessions, multimedia aids and computer tutorials.

You will also need to develop and implement individual training plans for students who need it, and conduct assessments. Additionally, you will need to support students who need reasonable adjustments, and complete and maintain training records and assessment documentation. Finally, you will need to stay up to date with current training and qualifications, as well as regulations.

Having training and assessment credentials

Firstly, individuals must have a TAE40116 Certificate IV in Training and Assessment, or its successor, or a diploma or higher level qualification in adult education, which can be completed at any registered training organisation (RTO).

Vocational competencies at least to the level being delivered and assessed

Vocational competency in a particular industry consists of broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the industry. Vocational competencies must be considered on an industry-by-industry basis and with reference to the guidance provided in the assessment guidelines of the relevant training package. (Reference: NCVER)

A clear and verified relationship between the trainer’s and assessor’s formal and informal training and experience and the qualifications/units they deliver and assess must be established. Training Packages include specific industry advice related to the vocational competencies of assessors. This may include advice on relevant industry qualifications and experience required for assessing against the Training Package. The Training Package will also provide specific industry advice outlining what it sees as acceptable forms of evidence to demonstrate the maintenance of currency of vocational competency.

ASQA Guidelines on “vocational competence”:

To provide training that reflects current industry practice and valid assessment, your RTO’s trainers and assessors must maintain the currency of their skills and knowledge in both:

  • their industry area and,
  • vocational education and training.

It is also acceptable for an appropriately qualified trainer and assessor to work with an industry expert to conduct assessment together.

The three C’s of Vocational competency related to demonstrating skills and knowledge in an “industry area”

Vocational competence and currency = Broad industry knowledge + experience + relevant industry qualification in terms of:

  1. Content: How have you determined that you know how to do the job of the qualifications you deliver and assess?
  2. Context: Does this information clearly show the relationship between what you are delivering and what you have experience in?
  3. Currency: How up-to-date are you with current work practices in your industry and how do you find out if something is changing or has changed?

Skills and knowledge in an “industry area”

In many situations, trainers and assessors will hold the qualification and/or units of competency that they deliver or assess. Where this is not the case equivalence needs to be established.

Formal vocational education and training qualification/units of competency you deliver and assess

Participate in documented mapping activities to demonstrate you have at least the required level of knowledge and skills.

Current knowledge and skills in vocational training and learning that informs their training and assessment.

Additionally, your RTO must ensure that all trainers and assessors undergo professional development in the areas of vocational training knowledge and practise, as well as learning and assessment, including competency-based training and assessment.

The definition of vocational education and training currency

VET currency refers to the competence of an individual to work in the vocational education and training sector.

Current VET trainers/assessors must:

  • Develop knowledge and practice of vocational training and assessment, including competency based training and assessment competencies through continual professional development.
  • Undertake professional development that contributes to the demonstration of vocational training and learning requirements

How to stay up-to-date in terms of “VET currency”

  • Subscribing to VET and RTO newsletters and magazines. Make sure you keep a PD log of what you read, where you read it, what you learned and how you implemented the learning.
  • Participation in VET forums and discussions such as LinkedIn.
  • Participation in VET seminars, conferences and workshops (particularly the ones delivered by the regulatory bodies)
  • Enrolling in PD courses and workshops for RTO staff
  • Participation in resource writing and validation

Having relevant industry experience

Trainers and assessors must also possess relevant industry experience in the field that they wish to train and assess in.

The definition of industry currency

Industry currency and professional knowledge refers to the competence of an individual to perform their job role. The knowledge required in an occupation does not remain static, so employees need to continuously update their skills. As vocational education and training (VET) practitioners train the individuals entering these occupations, it is important for them to ensure that their industry knowledge and skills are current.

A clear and verified relationship between the trainer’s and assessor’s current industry skills and knowledge and the qualifications/units they deliver and assess must be established. This is to ensure the trainer and assessor has “current” knowledge and skills in terms of emerging technological innovations, regulatory and legislative changes and shifts in client demands. The industry usually does not use the term “Industry currency”. For them it is either “professional competence” to encompass the concepts of currency, updating and upskilling or “industry relevance”, defining it as a solid grounding in the industry gained from being trained and employed in the industry.

ASQA Guidelines on “industry currency”:

To provide training that reflects current industry practice and valid assessment, your RTO’s trainers and assessors must maintain the currency of their skills and knowledge in both:

  • their industry area and,
  • vocational education and training.

It is also acceptable for an appropriately qualified trainer and assessor to work with an industry expert to conduct assessment together.

How to stay up-to-date in terms of “industry currency”

In many situations, trainers and assessors may be working in the industry sector and this can be used as evidence for industry currency. Where this is not the case, currency needs to be established through different mediums such as:

  • Attending trade events, workshops, conferences, technical seminars and other industrial events
  • Reading industry magazines and journals (subscription and notes taken)
  • Undertaking online research (and have documented logs of these activities)
  • Engaging in industry networks
  • Participating in LinkedIn groups
  • Product manufacturer/vendor training

Factors that influence “Industry currency”

  • Technology innovation
  • Changing legislation and regulatory requirements
  • Changes to industry practice
  • New and emerging skills and specialisations as work practices change
  • Technical skills being outdated through periods of non-use

What is “industry current or currency period”

Each RTO has to consider the relevant factors, ideally in consultation with industry, to determine an appropriate currency period. A lot will depend on how static the industry is or how fast it is developing and changing. In general anything that is 2 years old, or more will not be considered current.

Licensing requirements for trainers and assessors

If licensing requirements vary from the training package requirements, RTOs must ensure that all aspects of the training package are met. License requirements should be considered in addition to the requirements for the training package. For example, a white card is a mandatory work card required in Australia to be able to train and assess students working on a construction site.

Applying for jobs

You can now apply for jobs as a trainer and assessor with registered training organisations (RTOs), to deliver nationally accredited training.

These can include the following:

  • Organisations that are publicly registered to provide training (aka TAFE)
  • Privately owned and operated training institutions (like Career Calling Education)
  • Registered Training Organisations that are operated by non-profit organisations

If you have these skills and qualifications, you can apply for jobs with registered training organisations (RTOs), which deliver accredited courses and conduct assessments.

For more information, please refer to Clauses 1.13 to 1.16—Employ skilled trainers and assessors | Australian Skills Quality Authority (ASQA)

May 22, 2022 RTO, VET Sector Comments Off on How to become a trainer and assessor in Australia.

Top 10 common AVETMISS issues and how to resolve them

All RTOs must collect a range of data from their students and report all their delivery activity (known as Total VET activity) to the National Centre for Vocational Education Research (NCVER), at least annually.

This data is used to improve education and training outcomes for students, industry, and the community.

Below are some of the most common AVETMISS issues one can experience and the methods to fix them one by one.

Issue 1: No USI or invalid USI format error

Explanation:

This error will be displayed to you if you do not follow the guidelines provided by NCVER https://www.ncver.edu.au/rto-hub/avetmiss-support-for-rtos and https://www.ncver.edu.au/rto-hub/rto-fact-sheets

Solution:

When the USI being reported is incorrect, the Invalid format error is triggered and displayed. Prior to reporting, all USIs must be confirmed via the USI Office’s verification service. All USI letters must be in upper case in order to pass validation in AVS error free (lower case letters will trigger errors). For further information on USI formatting criteria, please visit the AVETMISS Data Element Definitions: edition 2.3 document.

Note: Clients from outside the Country are not required to have a USI. In order to pass validation, you will need to enter the code “INTOFF” in the USI field, which cannot be left blank. The following conditions must be met in order for the code INTOFF to be validated successfully:

  • the client’s address has the code ‘OSPC’ (overseas postcode) entered in the postal code field
  • the state code ’99’ entered in the state field
  • their training activity has the Funding Source national code -32 International offshore client

Additional information can be found in the fact sheet titled “Unique Student Identifier.”

Issue 2: Funding source — national: Unable to submit error free data

Explanation:

NCVER does not accept enrolment data with state-specific Funding source national codes 11 (Commonwealth or state general-purpose recurrent) or 15 (state-specific funding programs).

Solution:

If your training organisation offers state-funded training courses either you will be required to submit the training activity data to your state or territory training authority (STA) or you will need to amend the incorrect funding source national codes in the student management system before uploading and validating your data again.

Issue 3: Data entry is not correct

Explanation:

The data is not being entered into the student management system in accordance with NCVER norms and protocols.

Solution:

Since NCVER will accept any data as long as it conforms to the guidelines and protocols they’ve established, you need to check that the data you’re submitting is accurate and meets their standards before submitting it.

Issue 4: Mandatory field Training organisation identifier must not be blank

Explanation:

This indicates that you have not yet put your RTO ID into the appropriate system settings.

Solution:

You will need to go into your RTO/VET Settings and add your Training Organization Identifier so that this problem can be fixed.

Issue 5: Qualification identifier (__________) exceeds the maximum length 10

Explanation:

The most likely reason for this to happen is because you have a qualification set up that is designed for Unit Only enrolments and, as a result, the Qualification code should not be reported.

Solution:

If this is the case, you will need to make sure that you update the qualification and choose the option that indicates “Unit Enrollment Only.”

If the information shown above does not apply to your situation, you may be required to validate your recorded qualification code with the information found on training.gov.au. You will need to get in touch with NCVER if you discover that the information you have recorded is accurate.

Issue 6: Mandatory field Nominal Hours must not be blank

Explanation:

When you have not documented any notional hours towards a qualification, this error will appear.

Solution:

Please contact NCVER so they can identify the nominal hours associated with your qualification (if this information is not already available), and then update your qualification so it reflects these changes.

Issue 7: End date for continuing students

Explanation:

If a student has a CA (continuing activity (70)) outcome for a unit and that unit’s end date falls within the end-of-year collecting period, then this error message will be displayed to the student.
Solution:

You will need to either modify the unit outcome to a final outcome or extend the unit end date to be in the next year corresponding to the student’s enrolment in order to fix this problem.

Issue 8: Address street name or Address postal delivery box must be populated

Explanation:

This error will occur if the student’s contact profile does not have a street name associated with their address or a postal delivery box associated with their address listed.

Solution:

You will need to modify the contact profile so that it includes this information (Address street name or Address postal delivery box) in order to fix this issue.

Issue 9: Error 3251: Activity End Date is after the Collection Year End Date therefore Outcome Identifier -National must not be a final outcome

Explanation:

If the activity end date is after the collection year end date, this error will appear.

Solution:

Choose the Outcome Identifier that is labelled “National,” which is denoted by the number 70, so that you can fix this problem. You must ensure the activity end date is reflected correctly in the student management system.

Issue 10: Disability flag is ‘Y’ and disability type not supplied

Explanation:

If you have selected the disability flag, but the type has not been selected.

Solution:

You must ensure the correct information is entered into the student management system. You must select the correct option before validating and submitting the data.

May 22, 2022 RTO Comments Off on Top 10 common AVETMISS issues and how to resolve them

Quality Management Systems for Registered Training Organisations

Registered training organisations (RTOs) operate in a highly regulated environment. To be registered, RTOs must comply with the Standards for Registered Training Organisations (RTOs) 2015. These Standards require RTOs to develop and implement a quality management system (QMS).

A quality management system (QMS) is a formalised system that documents processes, procedures, and responsibilities for achieving quality policies and objectives. A QMS helps coordinate and direct an organisation’s activities to fulfil these objectives.

There are a number of elements that should be included in an RTO’s QMS, including:

– Policies and procedures: RTOs must develop policies and procedures for all aspects of their operations, from student recruitment and enrolment to training delivery and assessment. These policies and procedures must be regularly reviewed and updated to ensure they remain relevant and effective.

– Systems and processes: RTOs must put in place systems and processes to support the delivery of high-quality training and assessment. These may include quality assurance processes, student support systems and data management systems.

– Practices: RTOs should develop best practices for all aspects of their operations, from customer service to training delivery. These practices should be regularly reviewed and updated to ensure they remain relevant and effective.

RTOs that have well-developed QMS are more likely to be able to meet their regulatory obligations, improve their operations and enhance their reputation.

An effective QMS will help an RTO to:

  • plan and organise its operations;
  • control and monitor its activities;
  • communicate with its customers;
  • continually improve its performance.

There are many benefits to having a QMS in place, including:

  • Improved training and assessment quality
  • Greater transparency and accountability
  • Enhanced customer satisfaction
  • Increased efficiency and effectiveness
  • Reduced costs associated with waste and rework.

To be effective, a QMS must be tailored to the specific needs of the RTO and its customers. It should be regularly reviewed and updated to ensure that it remains relevant and fit for purpose.

RTOs that are unable to demonstrate compliance with the requirements of the Standards may have their registration suspended or cancelled.

May 22, 2022 RTO Comments Off on Quality Management Systems for Registered Training Organisations

Developing Interpersonal Skills as a Trainer/Assessor is Critical in the Training and Education Industry.

The training and education industry is a vital part of our society. It helps to prepare people for work and to continue learning throughout their lives.

Interpersonal skills are essential for any individual working in the training and education industry. They allow you to build positive relationships with both your students and your colleagues, which is key for a successful and productive learning environment. Good interpersonal skills also help to create a positive atmosphere in which students feel comfortable asking questions and sharing their ideas.

In order to develop strong interpersonal skills, it is important to be aware of your own communication style and be willing to adapt your behaviour to best suit the situation. You should also be open to feedback, both positive and negative, in order to continuously improve your interactions with others. It is also important to be aware of the way you are perceived by others, and work on developing a good reputation within your field.

Trainers need to be able to build rapport with participants, give constructive feedback and keep sessions on track. Students need to be able to participate in class discussions, ask questions and work collaboratively.

Here are just a few of the ways that interpersonal skills can help you succeed in this field:

  1. Interpersonal skills can help you build relationships with your students. This is important because it helps create a supportive learning environment for your students. When students feel comfortable asking questions and sharing their ideas, they are more likely to learn and grow.
  2. Interpersonal skills can also help you manage classroom dynamics. In a classroom setting, it’s important to be able to quickly diffuse any tension or conflict that arises. By being able to effectively communicate with your students, you can maintain a positive learning environment for everyone.
  3. Interpersonal skills can help you network with other professionals in the industry. Networking is important for any professional, but it’s especially important in the training and education industry. By building strong relationships with other professionals, you can learn from their experiences and collaborate on projects.

Overall, interpersonal skills are essential for anyone working in the training and education industry. They help you to build positive relationships with your students and colleagues, which leads to a more productive and successful learning environment. If you are looking to improve your interpersonal skills, be sure to be aware of your own communication style, be open to feedback, and work on developing a good reputation within your field.

May 22, 2022 Education Comments Off on Developing Interpersonal Skills as a Trainer/Assessor is Critical in the Training and Education Industry.

What ongoing professional development is, and why it is important to your professional career

One of the most important things you can do for your professional career is to continue learning and growing.

There are many different types of professional development (PD) opportunities available to you as a professional.

What is PD, and why is it important?

Professional development is a term used to describe any type of learning or training that helps you improve your professional skills and knowledge. It can include anything from taking online courses, to attending workshops and conferences to reading articles and books, to networking with other professionals.

Why is PD important?

Well, there are many reasons.

First of all, it can help you stay up-to-date on the latest trends and developments in your field, allows you to stay current in your field, learn new techniques

Additionally, it can help you learn new skills and techniques, which can make you more productive and successful in your work.

PD can also help you build relationships with other professionals, which can lead to new opportunities and collaborations.

It can also help you advance your career and get promoted. By continuing to learn and grow, you are demonstrating that you are committed to your profession and invested in your future.

So, what types of PD opportunities are available to you? There are many, but here are a few examples:

  1. Conference or seminar: A conference or seminar is a great way to learn about new trends and developments in your field. It’s also a great opportunity to network with other professionals.
  2. Workshop: A workshop is a great way to learn new skills and techniques. Workshops can be offered by universities, professional associations, or private companies such as EDULearning and CAQA Skills.
  3. Online course: An online course is a great way to learn new skills and knowledge from the comfort of your own home. Many universities and professional associations offer online courses.
  4. Webinar: A webinar is a live, online seminar. It’s a great way to learn about new trends and developments, and to network with other professionals.
  5. Conference session: A conference session is a great way to learn about new trends and developments from experts in your field. Sessions are usually held at conferences or seminars.
  6. Article: Reading articles is a great way to stay up-to-date on the latest trends and developments in your field. Many journals and magazines offer articles online for free.
  7. Book: Reading books is a great way to learn about new skills and techniques. Many publishers offer books online for free.
  8. Networking event: Networking events are a great way to build relationships with other professionals. They can be hosted by universities, professional associations, or private companies.

So, as you can see, there are many different types of PD opportunities available to you. It’s important to find the ones that are right for you and that fit into your schedule. And don’t forget, the most important thing is to stay motivated and keep learning!

Professional development is an important part of any career, and it’s something that should be taken seriously. If you want to stay ahead of the competition, you need to continue learning and growing. Make professional development a priority in your life, and you’ll be rewarded with success.

For more information regarding the professional development opportunities and how CAQA can assist you and your team, please contact us at info@caqa.edu.au.

May 22, 2022 News Comments Off on What ongoing professional development is, and why it is important to your professional career

How does technology in education based on the fourth industrial revolution differ from earlier approaches?

Was it ever brought to your attention that many of the working sectors or job titles upon which today’s children will construct a career in the future do not yet exist or have not yet been invented?

Industry 4.0 has brought about many changes in the field of education. Cyber-physical systems, big data, and artificial intelligence are just a few examples of the technologies that are changing the way we learn.

One of the most important aspects of Industry 4.0 is the globalisation of work. With technology, it is now possible for people to work from anywhere in the world. This has led to a rise in virtual schools and online courses. The fourth industrial revolution, or Industry 4.0, is based on the use of cyber-physical systems to lift the boundary between the real and the virtual world. This allows for a more integrated and automated production process, which can lead to increased efficiency and productivity.

Over the course of the previous 250 years, we have witnessed four separate industrial revolutions, each of which has fundamentally altered our perspective of humanity.

Industry 1.0 was based on water and steam-powered mechanical production equipment. Industry 2.0 was based on the division of labour and mass production through the use of electrical energy. Industry 3.0 was based on the use of electronic and information technologies to further automate production. And Industry 4.0 is based on the use of cyber-physical systems to lift the boundary between the real and the virtual world.

Each industrial revolution has brought about sweeping changes in how we produce goods and services. Industry 1.0 was mainly about mechanising production processes. Industry 2.0 saw the rise of mass production through the use of assembly lines. Industry 3.0 saw the advent of information and communication technologies, which led to more automated production processes. And Industry 4.0 is characterised by the increased use of cyber-physical systems, which allows for a greater degree of integration between the physical and virtual worlds.

The Industry 4.0 education revolution ushers in a new era (Education 4.0), where learning must be transformed from the ground up!

So, what exactly does Education 4.0 actually involve?

Industry 4.0 is the fourth industrial revolution, which is based on the use of cyber-physical systems to lift the boundary between the real and the virtual world. This allows for greater automation and communication between machines, resulting in increased efficiency and productivity. For example, factories are becoming more automated, and businesses are using digital technologies to connect with customers in new ways. In the future, we can expect even more change as more and more things become connected to the internet. So what does this mean for you? Well, if you want to stay ahead of the curve, you need to learn how to use digital technologies yourself. And if you’re looking for a job, you may want to consider careers that are connected to the fourth industrial revolution, like data analysis or software development. The future is exciting, and the fourth industrial revolution is just getting started!

How does Industry 4.0 work?

Industry 4.0 uses a combination of physical and virtual sensors to collect data, which is then processed and analysed by machines. This allows for greater automation and communication between machines, resulting in increased efficiency and productivity.

What are the benefits of Industry 4.0?

The benefits of Industry 4.0 include increased efficiency and productivity, as well as reduced waste and decreased costs. Industry 4.0 can also lead to improved safety and quality, as well as increased innovation.

Explanation: The fourth industrial revolution

The fourth industrial revolution is based on technology, which is constantly changing and evolving. In order to keep up with this change, education must also adapt. This means that the traditional way of teaching in a classroom is no longer sufficient.

One of the key differences is that technology in education based on the fourth industrial revolution is more personalised. It takes into account each student’s individual needs and abilities, and tailor the learning experience accordingly. This helps to ensure that students are able to learn at their own pace and achieve their full potential.

In addition, technology in education based on the fourth industrial revolution makes use of new and innovative methods, such as augmented reality and virtual reality. These technologies allow students to engage with learning in a more interactive and immersive way, which can be more effective than traditional methods. This new revolution has led to a lot of discussion about how technology should be used in education moving forward.

Lets now focus on some of the most common technologies used in education today:

1. Online learning: With online learning, students can learn from anywhere in the world. This is a great option for students who want to learn more about a specific topic or for students who want to specialize in a certain area.

2. Virtual reality: Virtual reality can be used to create immersive learning experiences. For example, students can use virtual reality to travel to different parts of the world and learn about different cultures.

3. Augmented reality: Augmented reality can be used to make learning more interactive and fun. For example, students can use augmented reality to interact with 3D objects and learn about physics or biology.

4. Robotics: Robotics can be used to teach students how to program and build things. This is a great way for students to learn about science, technology, engineering, and math (STEM).

5. Mobile learning: Mobile learning allows students to access their course materials on their mobile devices. This is a great way for students to study on the go.

6. Cloud-based learning: Cloud-based learning allows students to access their course materials from any device. This is a great way for students to study online.

7. Artificial intelligence: Artificial intelligence can be used to personalize education for students. For example, artificial intelligence can recommend different course materials for students based on their interests and needs.

8. Learning analytics: Learning analytics can be used to track student progress and provide feedback to teachers. This is a great way for teachers to see how their students are doing and adjust their teaching strategies accordingly.

9. Adaptive learning: Adaptive learning can be used to personalize education for students. For example, adaptive learning can recommend different course materials for students based on their interests and needs.

10. Gamification: Gamification can be used to make learning more fun and engaging. For example, students can earn badges or points for completing tasks or lessons.

Technology has a huge role to play in education, and the fourth industrial revolution is only going to increase its importance. In order to keep up with the latest advances, it is important for educators to embrace new technologies. These are just some of the ways that technology can be used in education; there are many more options available. So, what are you waiting for? Start using technology in your classroom today!

Overall, technology in education based on the fourth industrial revolution represents a step forward in terms of how we learn and develop. It has the potential to help students achieve more than ever before, and create a brighter future for all.

May 22, 2022 Education Comments Off on How does technology in education based on the fourth industrial revolution differ from earlier approaches?
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