Blended learning – The best of online and offline learning

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

Caters to different learning styles

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

Increased flexibility and convenience

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

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

The list of other benefits include:

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

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

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

Practical demonstration – What to look for?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Strategic Review into First Aid units of competency in Western Australia

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

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

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

HLTAID009 Provide cardiopulmonary resuscitation (previously HLTAID001)

HLTAID010 Provide basic emergency life support (previously HLTAID002)

HLTAID011 Provide First Aid (previously HLTAID003)

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

The First Aid Strategic Review includes:

1. Explicit scope

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

2. Implicit Scope

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

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

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

For more information, please visit

In what ways does copyright legislation apply to training organisations?

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

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

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

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

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

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

About Copyright

Copyright | IP Australia

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

What is copyright? – Smartcopying

Copyright Act 1968

Issuing qualifications to your own trainers, assessors and staff members

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

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

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

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

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

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

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

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

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

g. How does your policy framework reflect these practices?

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

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

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

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

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

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

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

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

Training providers must keep up with industry trends.

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

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

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

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

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

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

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

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

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

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

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

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

Standards for Registered Training Organisations (RTOs) 2015

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

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

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

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

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

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

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

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

The ESOS Act covers a range of areas, including:

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

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

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

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

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

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

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

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

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

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

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

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

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

What is a Student Management System (SMS)?

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

What to look for in the student management system?

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

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

The features offered by the system.

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

The ease of use.

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

The cost of the system.

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

Make sure the system is compliant with government regulations.

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

Test the system before you buy it.

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

Some of the other factors you should consider include:

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

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

Requirements to enrol learners in your courses

There are specific prerequisites that must be met prior to student enrolment or the beginning of training and assessment, whichever occurs first. In addition, the RTO should advise the prospective learner on the training product that will best meet his or her needs while taking into consideration the individual’s existing skills and competencies.

So what are the compliance requirements related to enrolling learners to the courses on your RTO’s scope:

Compliance requirements

Clause 5.1

Prior to enrolment or the commencement of training and assessment, whichever comes first, the RTO provides advice to the prospective learner about the training product appropriate to meeting the learner’s needs, taking into account the individual’s existing skills and competencies.

Clause 5.2

Prior to enrolment or the commencement of training and assessment, whichever comes first, the RTO provides, in print or through referral to an electronic copy, current and accurate information that enables the learner to make informed decisions about undertaking training with the RTO and at a minimum includes the following content:

  • the code, title and currency of the training product to which the learner is to be enrolled, as published on the national register
  • the training and assessment, and related educational and support services the RTO will provide to the learner including the:
    • estimated duration
    • expected locations at which it will be provided
    • expected modes of delivery
    • name and contact details of any third party that will provide training and/or assessment, and related educational and support services to the learner on the RTO’s behalf
    • any work placement arrangements.
  • the RTO’s obligations to the learner, including that the RTO is responsible for the quality of the training and assessment in compliance with these Standards, and for the issuance of the AQF [Australian Qualifications Framework] certification documentation
  • the learner’s rights, including:
    • details of the RTO’s complaints and appeals process required by Standard 6
    • if the RTO, or a third party delivering training and assessment on its behalf, closes or ceases to deliver any part of the training product that the learner is enrolled in.
  • the learner’s obligations:
    • in relation to the repayment of any debt to be incurred under the VET [Vocational Education and Training] FEE-HELP scheme arising from the provision of services
    • any requirements the RTO requires the learner to meet to enter and successfully complete their chosen training product
    • any materials and equipment that the learner must provide
    • information on the implications for the learner of government training entitlements and subsidy arrangements in relation to the delivery of the services.


The interpretation of the compliance requirements are:

  • The training organisation should always provide relevant and correct information to all students prior to they enrol to make informed decisions and choices.
  • The training organisation must always provide the following information to all prospective learners related to the course they are enrolling:
    • Code, title and currency of the training product
    • Training and assessment and related educational and support services including:
      • Duration of the training
      • Expected locations where the training will take place
      • Expected delivery mode
      • Name and contact details of any third-party that is involved in training, assessment or providing support services
      • Work placement arrangements, as applicable
      • Holidays, as applicable
  • The training organisation’s obligations to learners including but are not limited to responsibility for the quality of the training and assessment in compliance with SRTOs 2015 and for the issuance of the AQF certification documentation.
  • The rights of the learners including:
    • Complaints and appeals processes
    • If the training organisation or third-party ceases or closes to deliver any part of the training product
  • The learner’s obligations:
    • Requirements and conditions for enrolment and completion of the training product such as:
      • Minimum English language requirements
      • Minimum educational qualification requirements
      • Minimum work experience requirements
      • Course credits and RPL requirements
      • Compulsory online and/or work-based training, placements, other community-based learning requirements
      • Reasonable adjustments
    • Any materials and equipment learners must provide and
    • Information on the implications for the learner of government training entitlements and subsidy arrangements
    • Cooling off period, if one applies
  • Information related to all fees and charges including:
    • Fees paid to the training organisation
    • Non-tuition fees
    • Terms and conditions
    • Refunds
  • For international students, training organisations are also required to, but not limited to:
    • Grounds on which enrolment may be deferred, suspended or cancelled
    • The ESOS framework, including appropriate official Australian Government material or links
    • Accommodation, support and general welfare arrangements
  • Information about the unique student identifier (USI)

What characteristics define a successful online learner?

Successful online learners have a few qualities in common with one another. They are self-motivated and disciplined, have solid time management abilities, have basic technical skills, and are effective communicators, among other characteristics.

Self-motivated and disciplined

Self-motivation is essential for achieving success in any effort, but it is particularly critical in online learning. Because online learners lack the framework of a typical classroom, they must be encouraged to keep up with their assessment work. To do so, it is necessary to create goals and maintain focus even when the going becomes rough.

An online learner must have a strong desire to succeed in order to be successful. Independent learning, internal motivation, responsibility, and a certain amount of maturity are all required for online learning.

When it comes to online learning, discipline is equally essential. Because there are no defined class schedules, it can be simple to fall behind if you aren’t strict about finishing your work on a consistent basis. It is critical for online learners to have good time management skills in order to keep on top of their courses.

Have solid time management abilities

The learners must be able to effectively manage their time. The majority of courses are not delivered in real-time. Classes may not have established start and end times.

One of the most significant advantages of online learning is the flexibility it provides. For students who procrastinate, are unable to adhere to a regular study plan, or are unable to complete assessments without frequent reminders from their trainers and assessors, it can also be a disadvantage.

Effective time-management abilities are not something that just happens. They must be taught to the learners.

Technical Proficiency at the Fundamental Level

For online learners to be successful, they must have a fundamental understanding of technology. The ability to generate new documents, use a word processing application, navigate the Internet and download software are examples of these capabilities.

The majority of online training providers and universities provide new student orientation sessions. This type of program teaches students how to use their learning management system and other online resources, but it does not often address the fundamentals of computing.

In the event that you lack fundamental computer abilities, you may wish to look for an online tutorial. You may also want to look at the main website of an online school to see what kind of technology and software requires. Check to see if your own PC fits all of the requirements.

Effective communicators

Another crucial quality for online learners is the ability to communicate effectively. In order to participate in discussions with other learners and instructors, learners must be able to write correctly and communicate well in both written and oral communication.

Online learning necessitates the development of communication skills since students must seek assistance when they require it. However, trainers are unable to recognise non-verbal indicators such as a look of bemusement on a student’s face, which may indicate that the student needs assistance. The distance makes it tempting for some students to express themselves in ways that they would never say to a trainer in person, especially when they are angry or frustrated. Online instructors are highly qualified individuals. Respect and civility should be used whenever iterating with them.

As long as you have these three essential skills, you will be on your way to becoming a great online learner.

Importance of providing a good educational environment to online learners

It is important to provide a good educational environment for online learners for several reasons.

Education should be provided in a way that is beneficial for all learners, both those who have no knowledge of anything at all and those who have a lot of knowledge about a specific topic. The educational environment should also include an effective learning approach that does not create any confusion or frustration for the learner.

A good educational environment is crucial for students, because it helps them learn better and get better results. It is therefore important to provide an educational environment that is good for students. But what do you need to consider when looking for an educational environment? There are a few things that you should consider:

First, online learning can be quite isolating and it is important to provide support in order to help students succeed.

Secondly, the quality of the training provided online can vary greatly and it is important to ensure that students are getting the best possible education.

Thirdly, make sure, the training organisation provides all the suitable and required facilities, equipment and resources to students to complete their education and training.

Finally, online learning can be very convenient but it also comes with its own challenges and it is important to make sure that students are prepared for these challenges. By providing a good educational environment, we can help online learners overcome these challenges and be successful in their studies.

Other important bits are:

A good Learning Management Systems (LMS)

LMS are often used as an educational platform for students and teachers. They are used in the classroom and online classes, but they also provide a platform for learners in the form of online courses, tutorials and course materials. A good LMS should be able to handle large amounts of information efficiently; it should have an intuitive interface that is easy to use; it should have a secure login system; it should have a high level of security; and last but not least, it should be user-friendly and easy to navigate.

Qualified trainers and assessors

One of the most important factors in providing a good educational environment to online learners is having qualified trainers who have knowledge and experience in providing digital education. Online learners need to feel confident in their ability to learn and succeed in an online learning environment. Furthermore, it is also important for online trainers to be able to provide support and guidance to their students, in order to ensure that they are able to progress through their studies effectively. In addition, online trainers should also be able to create a positive learning experience for their students by using innovative and engaging teaching methods.

Availability of support staff

The students will require assistance from the technical staff with any problems that may arise while students are taking courses online or they may need to ask questions related to the training or assessment or anything that they may require related to their wellbeing, therefore, availability of support staff is a must when offering training and assessment in an online environment.

What is the criteria that defines a successful trainer and assessor?

A trainer is someone who has the skills to teach others and an assessor is someone who has the skills to assess the competency of someone. A good trainer and assessor have the ability to understand their student’s needs, provide relevant content and also help the students learn new skills in a short period of time. They can be a great source of inspiration and guidance for their students.. A good trainer and assessor will have good communication skills, be understanding and patient, have a strong presence of mind and be able to motivate people.

A lot of people are looking for ways to become better trainers. The main problem is that there is no one-size-fits-all way of how one should go about becoming a great trainer. However, there are many important characteristics that define a successful trainer and assessor. Let’s discuss them one by one.

The first is communication.

A good trainer must be able to communicate effectively with their learners in order to ensure they are understanding the material. This includes being able to articulate ideas clearly and effectively, as well as listening attentively to others. They are able to inspire and motivate their clients. They are also able to help clients develop their skills and improve their performance.

The comes to being empathetic

They must also be able to empathise with their learners, in order to understand their needs and help them learn in the most effective way possible. Being empathetic means being able to put yourself in another person’s shoes, to understand their thoughts and feelings and not just your own. It also means being able to share what you know with other people, so they can learn from it too.

Keeping an open mind

This means being able to not just listen to your students and take their opinions into account, but also being willing to learn from them. It’s important to be able to model this behaviour for your students as well; after all, they are looking to you for guidance.

One of the best ways to develop an open mind is by keeping an open attitude towards new experiences. This doesn’t mean you have to go out and try every new thing that comes along, but it does mean being willing to step outside your comfort zone from time to time. When you do this, you’re showing your students that it’s okay to take risks and that learning can be fun.

Inspiration is also key

A good trainer must be able to assess the learner’s learning progress and provide constructive feedback on how they can improve their skills. A good trainer should also be able to help the learner identify their weaknesses and strengths so that they can focus on what they are best at.

Good at what they train and assess

Trainers and assessors should stay up to date on the latest industry knowledge, competencies and best practices, and they should be able to apply that knowledge and best practices when training and assessing students.

Finally, a successful trainer must be able to assess their learners’ progress and adapt their teaching methods accordingly.

The ability of a trainer is measured by how much they can help people grow and achieve success in life, whether it’s through teaching or just being there for them as a friend or mentor. A good trainer has what it takes when it comes down to motivating people towards learning, because if you know your audience, then you will know how you can motivate them to achieve their goals.

By possessing all of these qualities, a trainer can set their learners up for success.

For Australia’s future, incorporating cyber security into our education system is “critical.”

As Australia increasingly moves towards a digital economy, it is becoming more and more important for our young people to be equipped with the skills and knowledge to protect themselves and our nation from cyber threats.

That’s why the Australian government is working hard to promote cyber security in our schools, vocational education and training and higher education sectors.

In recent years, we have seen a number of high-profile cyber attacks hit Australian businesses and organisations, including the Australian Bureau of Statistics and Telstra.

These attacks have underscored the importance of cyber security and the need for all Australians, regardless of their age or background, to be aware of how to protect themselves online.

The good news is that there are a number of initiatives already underway to promote cyber security in Australian education and training institutions.

Government funding and initiatives

For example, the Australian Government’s Cyber Security Strategy includes a commitment to provide $3.8 million over four years to support the delivery of cyber security education and awareness programs in schools. The goal of Cyber STEPs is to have advanced cyber security taught to children in grades 7–12. TAFEs, other registered training organisations (RTOs), and universities will all be eligible to participate in the initiative as well.

This funding is being used to develop resources and curriculum materials, as well as deliver training for teachers on how to incorporate cyber security into their classrooms.

A total of $140 million will be invested by the Australian government in Australia’s two Tier 1 high performance computing facilities, the Pawsey Supercomputing Centre in Western Australia and the National Computational Infrastructure in Canberra, to update their infrastructure. They support Australia’s research excellence and government operations, and they enable meaningful research in priority sectors such as agribusiness, genomics, and cyber security to take place.

Australian Federal Police (AFP)

In addition, the Australian Federal Police (AFP) has developed a comprehensive cyber safety program called “ThinkUKnow” ThinkUKnow | Australian Federal Police, which is delivered in primary and secondary schools across the country.

The program aims to educate young people about the dangers of the online world and how to protect themselves from becoming victims of cybercrime.

The AFP also offers a free cyber safety app for parents and carers, which provides advice and resources on how to keep children safe online.

The role of The Australian Industry and Skills Committee

The Australian Industry and Skills Committee consults with a network of Industry Reference Committees composed of members from various industry sectors. Their advice is meant to ensure that training packages match the needs of employers and the current economy, especially Industry 4.0, which has its own IRC. The Digital Transformation IRC is also addressing the industry’s demand for automation, digital skills, big data, cyber security, and supply chain skills.

Other initiatives include

<tr’>National Cyber Awareness Raising

Leveraging  and Stay Smart Online, the Australian Cyber Security Centre is raising awareness of the simple steps Australians can take to keep themselves safe online.

Australian Cyber Security Centre

<tr’>Cyber Security Cooperative Research Centres (CRC) Program

The Cyber Security CRC will foster high quality research to solve industry-identified problems through outcome-focused collaborative research partnerships between industry entities and research organisations.

Department of Industry, Innovation and Science

Initiative Description Who’s involved
Cyber Security Strategy The Government committed $230 million under the 2016 Cyber Security Strategy to advance and protect our interests online and secure Australia’s prosperity in a connected world. The Department of Home Affairs has conducted a review of the strategy. An update will be published later in 2018. Department of Home Affairs
Critical Infrastructure Centre The Centre coordinates the management of the complex and evolving national security risks to Australia’s critical infrastructure, including where those risks arise through cyber connectivity. Department of Home Affairs
Australia’s International Cyber Engagement Strategy Australia’s International Cyber Engagement Strategy sets an agenda to capture the economic prosperity promised by digital trade, prevent cybercrime, and preserve peace in cyberspace. A key measure is the Cyber Cooperation Program, which will assist countries in the Indo-Pacific to develop their capacity in cyber affairs. Department of Foreign Affairs and Trade and Stay Smart Online provides topical, relevant and timely information on how individuals and small businesses can protect themselves from, and reduce the risk of, cyber security threats such as software vulnerabilities, online scams, malicious activities, and risky online behaviours. It also includes advice for big business, infrastructure and government. The Stay Smart Online portal assists with outreach and advice, but will soon be merged into to form a one-stop-shop for cyber reporting, information and tailored advice. Australian Cyber Security Centre
Australian Cyber Security Centre The Australian Cyber Security Centre (ACSC), which sits within the Australian Signals Directorate, brings together existing cyber security capabilities across Government. This is designed to strengthen engagement and partnership with the private sector and co-locate policy and operational functions to enable a consistent whole-of-government approach to cyber security. Australian Signals Directorate, Defence Intelligence Organisation, Department of Home Affairs, Australian Federal Police, Australian Criminal Intelligence Commission and Australian Security Intelligence Organisation
Joint Cyber Security Centres These additional centres, established in states and territories, will strengthen Australia’s operational cyber security capabilities and resilience. They provide partners with a broader understanding of the threat environment, facilitate information sharing and enable collaboration on shared cyber challenges. Australian Cyber Security Centre
Academic Centres of Cyber Security Excellence (ACCSE) program The ACCSE program encourages more students to study cyber security and related courses, and provides. $1.9 million of Cyber Security Strategy funding is available over four years (2016-17 to 2019-20) shared equally between the University of Melbourne and Edith Cowan University to assist with establishment and operation of their ACCSE. Department of Education and Training
Cyber Security Tools and Training package This package will support the cyber security performance of Australian SMEs, by providing advice on cyber resilience, information security and cyber security maturity. Department of Industry, Innovation and Science
The Cyber Security National Program AustCyber has assisted with the developing of cyber security qualifications available at TAFE institutions from 2018. Department of Industry, Innovation and Science
Australian Cyber Security Growth Network (AustCyber) AustCyber is one of the Government’s six Industry Growth Centres, and is working collaboratively across the economy, and with international partners, to grow a vibrant and competitive cyber security sector that enhances Australia’s national security and economic prosperity. Department of Industry, Innovation and Science
AustCyber Sector Competitiveness Plan AustCyber is working, through strategic actions set out in its Sector Competitiveness Plan, to connect and leverage Australian capability in order to grow Australia’s cyber security sector and provide the foundation for the development of innovative and trusted cyber security solutions. Australian Cyber Security Growth Network
Women in Cyber The Women in Cyber initiative seeks to address the underrepresentation of women in Australia’s cyber security workforce. Partnering with industry and academia, the Australian Cyber Security Centre runs annual mentoring events, networking and sponsorship opportunities to promote and inspire girls and women to embrace careers in cyber security. Australian Cyber Security Centre
Cyber Security Small Business Program This Program is an integrated element of the Cyber Security Strategy to improve cyber security for Australia’s small businesses. Provides grants of up to $2100 to co-fund small businesses to have their cyber security tested by CREST ANZ approved service providers. Department of Industry, Innovation and Science

So far, the response from schools to these initiatives has been very positive, with many students reporting that they feel more confident and prepared to deal with cyber threats as a result of what they have learned.

However, there is still more work to be done in order to ensure that all Australian students are receiving the cyber security education they need.

In particular, it is essential that we continue to invest in resources and training for instructors and educators so that they can confidently deliver these much needed cyber security training to Australian students.

When it comes to developing the best and most current cyber security learning and assessment resources, we at CAQA collaborate closely with professionals in the field. For more information about our training materials for Cyber Security training courses, visit CAQA Resources or contact us today at



In February 2022, international student arrivals in Australia reached a ‘super-strong’ level.

According to data released by the Australian Bureau of Statistics, 28,030 international students arrived in Australia in January 2022, an increase from 27,670 students who arrived in the same month the previous year.

At the beginning of February, the Minister for Immigration, Citizenship, Migrant Services, and Multicultural Affairs, Alex Hawke, stated that Australia is welcoming a growing number of overseas students, backpackers, and skilled migrants back to the country.

As an example, Hawke noted that there are more work opportunities present in Australia today than there were prior to the pandemic, and that there are more places available for backpackers and students as well.

According to Minister Hawke, “there are more jobs available in Australia now than there were before the COVID-19-Pandemic, and there are still many more places open to Backpackers and Students that we are eager to fill, so come on down.”

Since the beginning of November 2021, a total of 56,000 overseas students have arrived in Australia. Approximately 7,000 international students returned to Australia from the 24th to the 30th of January.

“For the period January 2022 to December 2022, the overall number of overseas students in Australia was 355,627.” According to the government’s website, “there was a change of -21 percent compared to the same period last year.”

Since the beginning of 2022, there has been a significant increase in the demand for Australian study visas, owing to the education department committing greater resources to the processing of foreign student visas.

During the COVID-19 pandemic, the Australian economy suffered substantially as a result of a dearth of international students studying in the country. According to data from the Australian Bureau of Statistics (ABS) on foreign commerce for the December quarter, the contribution of overseas education to the Australian economy has decreased by nearly half, from $40.3 billion in 2019 to $22.5 billion in 2021.

Leading Australian institutions have recently declared their support for international students who have been affected by the Russian invasion of Ukraine, declaring that they will provide counselling and other aid measures to international students affected by the Russian invasion.

A new study indicates that 82 per cent seek gender and sexuality diversity subjects such as Relationships and Sexuality Education (RSE) in education.

According to a new study released by Western Sydney University, 82 percent of Australian parents want gender and sexuality diversity discussed in the classroom. The study, conducted by Associate Professor Jacqueline Ullman and Associate Professor Tania Ferfolja from the School of Education, is the first of its kind in Australia to comprehensively survey parents on the topic.

The research found that:

  • 94 percent of parents want Relationships and Sexuality Education delivered in government schools.
  • 82 percent of parents support the curriculum inclusion of gender and sexuality diversity topics for all school students, from kindergarten to Year 12.
  • Most parents want to see gender and sexuality diversity introduced in the curriculum in primary school and the early years of high school.
  • The majority of parents support parents, schools and teachers all being involved in Relationships and Sexuality Education.

The research found that overall, there was very strong parental support for including gender and sexual diversity topics in school-based relationships and sexual health education programs.

Associate Professor Ferfolja added that “the findings challenge some myths about what parents think about including these topics in schools. In fact, we found that even conservative religious parents supported the inclusion of these topics in the curriculum.”

The survey, which polled 2,000 Australian parents, also found that there was majority support for gender and sexuality diversity being taught in both primary and secondary schools. This is an important finding, as it suggests that these topics should be introduced at an early age to create a more inclusive society.

Parents who participated in the survey noted a number of reasons why they believed that gender and sex diversity should be taught in schools. Some felt that it was important for students to learn about different families and relationships, while others believed that it was crucial for students to develop a better understanding of themselves and others.

“This research provides valuable evidence that will help inform policymakers about what parents want for their children’s education,” said Associate Professor Ullman. “It is clear that there is a strong desire from parents for schools to play a role in fostering inclusion and respect for all members of the community.”

The study’s release comes at a time when the Australian government is considering making changes to the national curriculum to include more focus on gender and sexuality diversity. These proposed changes have been met with opposition from some groups, but it appears that the majority of Australian parents are in favour of such inclusion.

For more information, please refer to Landmark study released on gender and sexual diversity education in schools | Western Sydney University

The Department of Education, Skills and Employment (DESE) has launched a free, expedited skills assessment framework for skilled migrants.

The Australian Government has identified skills shortages in the job market in some industries, which have been exacerbated by border closures as a result of the COVID-19 crisis, as a problem that requires immediate attention. The gravity of the situation has prompted the creation of one-of-a-kind and significant incentives that might aid around 9,500 onshore migrants.

It is not only speedier migrant skills assessment processes that are included in the Migrant Skills Incentives; it is also free and fast-tracked skills assessments for onshore migrants who are in Australia on a permanent family, partner, humanitarian, or refugee visa.

Migrants who have never passed a skills assessment and who have skills, credentials, and/or experience that are closely related to a priority occupation are eligible for a special incentive.

Engineering vocations with high priority include:

  • Civil engineers
  • Structural engineers
  • Transport engineers
  • Electrical engineers
  • Geotechnical
  • Mechanical engineers
  • Mining engineers
  • Petroleum engineers

“This program gives a significant reduction in the time it would normally take to complete an assessment,” said Engineers Australia Senior Manager Assessments Robin Liu.

“A typical assessment could take 16 to 18 weeks. A previously paid, expedited assessment could take as long as 20 working days to complete. A response is provided within 15 working days under this free offer, which runs from February 28, 2022 to June 30, 2023.

For more information, please visit Migrant Skills Incentives – Department of Education, Skills and Employment, Australian Government

Edu Learning – Your door to professional development opportunities

We would love to have you join our professional development retainer agreement services or individual professional development opportunities through Edu Learning. Our organisation works with the aim to help you grow your skills in a fun and interactive way. The benefits of joining our organisation are numerous, from getting tips from VET experts and industry leaders to building a network of peers, who can help you move forward in your career.

Intellectually stimulating and engaging content is what we excel at. We offer training programs that will provide your staff with the practical skills and strategies that they need to be successful in their careers in this competitive market – whether it’s in marketing, finance or RTO operations.

The benefits of being part of our professional development group include:

– Developing a better understanding of the role of a VET professional
– Getting in-depth training in different RTO sector skill sets that meet your and your organisation’s needs and requirements.

In partnership with Edu Learning and CAQA Skills, CAQA provides a variety of professional and personal development opportunities. We may also tailor the training to meet your specific requirements and skill level as well. For additional details, please contact us right away at


Supporting Students with Disabilities in Vocational Education and Training

The Department of Education, Skills and Employment has funded the Australian Disability Clearinghouse on Education and Training (ADCET) to carry out three projects as part of the program of works to transform the capacity of and provide support to a diverse range of Vocational Education and Training (VET) providers to assist them in supporting students with disabilities.

This work program was created in response to the 2020 review of the Disability Standards for Education 2005. (The Standards). The Standards aim to ensure that students with disabilities have equal access to and participation in education as students without disabilities. The Standards do not impose new requirements, but rather strive to clarify the obligations of education providers under the Disability Discrimination Act 1992.

Australian Disability Clearinghouse on Education and Training (ADCET) is conducting a survey to gather feedback from VET providers and staff on what is required to enhance staff capacity to better support students with disabilities to participate and succeed in VET.

The survey data will be used to inform Project One: Develop resources to build RTO capability to support students with disability.

The purpose of this work is to advise on, review, and develop a variety of resources to assist and build RTO capability to support students with disabilities to engage with and undertake training in the VET sector, as well as to support understanding of their obligations under the Disability Standards for Education 2005 and students’ rights.

To participate and provide your valuable feedback, please complete the survey at

Review of the Education Services for Overseas Students (ESOS) legislative framework

The Review will examine how the ESOS regulatory framework can evolve to support Australia’s international education sector to innovate and diversify, while continuing to protect Australia’s international reputation as a quality education destination.

On 10 February 2022, the Department launched a public consultation as part of the Review process to seek views on the following broad questions:

  • How can the ESOS framework be strengthened and improved to deliver an optimal student experience?
  • How can the framework resolve any regulatory barriers that prevent sector innovation, diversification, and growth of Australian education offerings, including online and offshore?
  • How can the ESOS regulatory framework evolve to better support the sector to deliver a high-quality education experience?

The Department seeks consideration of these, and other questions raised in the Review discussion paper.

You can find the Discussion paper with more information, including how to make a submission here. Please use the submission form to provide feedback.

The Department is accepting feedback until COB Friday 29 April 2022.